Articles | Volume 9, issue 2
https://doi.org/10.5194/gc-9-139-2026
Special issue:
https://doi.org/10.5194/gc-9-139-2026
GC Insights
 | 
02 Apr 2026
GC Insights |  | 02 Apr 2026

GC Insights: Designing for inquiry in virtual fieldwork

Rie Hjørnegaard Malm, Kristen Rune Skalborg Hansen, Robert Evans, Lene Møller Madsen, Jesper Milán, Nicolas Thibaut, and Ben Kennedy

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Cited articles

Anderson, L. W. and Krathwohl, D. R. (Eds.): A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives, Abridged, New York, Longman, ISBN 0-321-08405-5, 2001. 
Anderson, R. D.: Reforming Science Teaching: What Research Says About Inquiry, Journal of Science Teacher Education, 13, 1–12, https://doi.org/10.1023/A:1015171124982, 2002. 
Bond, C. E. and Cawood, A. J.: A role for virtual outcrop models in blended learning – improved 3D thinking and positive perceptions of learning, Geosci. Commun., 4, 233–244, https://doi.org/10.5194/gc-4-233-2021, 2021. 
Bond, C. E., Pugsley, J. H., Kedar, L., Ledingham, S. R., Skupinska, M. Z., Gluzinski, T. K., and Boath, M. L.: Learning outcomes, learning support, and cohort cohesion on a virtual field trip: an analysis of student and staff perceptions, Geosci. Commun., 5, 307–323, https://doi.org/10.5194/gc-5-307-2022, 2022. 
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This GC Insights presents a virtual fieldwork module integrating 360 videos and inquiry-based learning to support geoscience education at the upper secondary level. The design enables students to engage in scientific practices, including data collection, interpretation, and hypothesis formation. The paper discusses how virtual environments can facilitate an exploratory learning and foster deeper conceptual understanding, when designed carefully as an inquiry lesson.
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