In response of Anne Jefferson questions for Accretionary Wedge #38:

If you are a current or future student… what do you want to know about life and careers in the geosciences? Are there things you aren’t getting to learn or do in classes that you think are important? What sort of experiences do you want to get out of school and how do you think school can or should help you prepare for a career?

My respond here focus on, the method of studying geology. It’s helpful to study how particular branch of geoscience are developed, like how continental drift theory are become the most accepted theory, but it’s not necessary to study how seismic investigation are developed thorough the time. Students need to know how to interpret a seismic section; not to know who developed that branch of science so the large introductions of any subject in collage is like wasting the time. How is this branch of science work? why it useful? and how can i use it? that what i think is  important in studying any subject. Geoscience professors should focus on hand on experience not the amount of information that students will use it after the graduation. Actually geologists are a storyteller about Earth history. Don’t tell your student the story, teach them how to tell a good story.


  1. […] So what can the teachers do better? Narnia and Jessica offer up some suggestions, and a few other bloggers have great specific examples. Maybe your professor just wants you to take away the scaffolding and conceptual structure that has more long-term utility than a head stuffed full of disconnected facts. At least that’s what MK at Research at a Snail’s Pace thinks. Shawn of Vi-Carius, who has both the student and the teacher’s perspective as a grad student teaching assistant, begs professors to remember to teach with real-world applications, because that’s what helps students understand complicated theories. In a similar vein, Abdelrhman, author of the GeoSelim blog, thinks that professors should focus on application over narration, arguing “Don’t tell your student the story, teach them how to tell a good story.” […]

  2. Thanks for contributing: I really like your closing line.

    Of course, there is some value in charting the development of a field or idea, if it is done in the right way. If you emphasis on the process, rather than on the people and specific factoids, then you are teaching about how research actually works.

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