Teaching for Earth Resilience: A Strategy for Increased Diversity and Equity

Geosciences is one of the least diverse fields within STEM, therefore it is essential for geoscience educators to adopt a focus on earth resilience. Earth resilience promotes the empowerment of underrepresented communities by connecting URM students to culturally relevant curricula and networking opportunities for advancement in the field. 

This page last updated 8 Aug 2019 - 1:50pm

An Introduction to Historical Perspectives on and Modern Approaches to Field Geology Education

Discusses historical context of geosciences field work in the past to the current state. This is an introduction to a group of special papers that outlines the current trends taking place within geoscience disciplines. 

This page last updated 8 Aug 2019 - 1:25pm

Technology, Accuracy and Scientific Thought in Field Camp: An Ethnographic Study

An ethnographic study was conducted on an undergraduate field course to observe and document lived experiences of students. This paper evaluates one of several emergent themes: that of technology dependence, and how it informs students’ understanding of scientific reality. In the field, students tried to arm themselves with as high a degree of precision as possible. They assumed that technology was equated with precision, and in turn, precision with scientific reality; i.e., accuracy.

This page last updated 20 May 2019 - 3:15pm

Ethnographic methods in analysis of place-based geoscience curriculum and pedagogy

Place-based education is locally situated, experiential, and transdisciplinary. It is informed not only by scientific knowledge of places and regions, but also by the humanistic meanings and affective attachments (senses of place) that people affix to them. Enhanced sense of place is an authentic learning outcome of place-based teaching. Qualitative analyses of a student’s behavior and attitudes in a place-based learning context can be used to triangulate instrument-driven psychometry of pre- to postexperience changes in sense of place and content knowledge.

This page last updated 20 May 2019 - 3:08pm

Student interpretation of a global elevation map: What it is, how it was made, and what it is useful for

Visual representations of scientific data make these data accessible and enable students to examine the evidence used to build scientific arguments and test theo- ries, even when the underlying data set is large or complicated. It is becoming more common in science education to use data visualizations based on data that students did not collect themselves. Teachers and instructional designers need to understand how students perceive and interpret such visualizations.

This page last updated 20 May 2019 - 3:05pm

A phenomenographic approach to investigating students’ conceptions of geoscience as an academic discipline

Phenomenography is an empirical approach to identifying the qualitatively dis- crete ways in which individuals experience and understand aspects of the world around them. Although established for several decades, the technique is seldom applied (if at all) in geoscience education research, yet it has the potential to significantly enhance undergraduate instruction. This paper presents an overview of phenomenographic inquiry in terms of its characteristic methods and applications to education research.

This page last updated 20 May 2019 - 3:02pm

What college-level students think: Student alternate conceptions and their cognitive models of geoscience concepts

Interviews, paper-and-pencil (PNP) exercises, and class observations were the qualitative research methods used to investigate student alternate conceptions and their cognitive models of geoscience concepts. Three categories of geoscience concepts guided the research: rocks, density and convection, and water. A taxonomy of alter- nate conceptions is presented for the purpose of discussing the different ways that students conceptualize geoscience concepts, and examples of student-held alternate conceptions are listed herein.

This page last updated 19 May 2019 - 4:15pm

A Call for a New Geoscience Education Research Agenda

A lack of qualified teachers and low enrollment in the geosciences exist at both secondary and tertiary levels in the United States. Consequently, it is unlikely that students will be able to achieve scientific literacy without an increase in both of these populations. To address these problems, we pose research questions, highlight sociocultural theories, and provide examples of other science education research as possible avenues by which to explore these related problems.

This page last updated 19 May 2019 - 4:01pm

A Field-Based Approach To Teach Geoscience: A Study With Secondary Students

Many geoscience fieldworks are not aligned with the curriculum contents reflecting the need to develop more research related to the outdoor learning environment. The purpose of the study was to verify if a fieldwork organized in accordance with Orion’s model (1993), could be assumed as an integral part of formal school science curricula. A fieldwork has been carried with a sample of 115 secondary science students from a rural school in Portugal. A mixed research method was carried out.

This page last updated 19 May 2019 - 3:14pm

Assessing Learning Outcomes Related to Geospatial Science Using Students’ Deliverables

To equip undergraduates with needed background, instruction in geospatial science was integrated across curricula and courses in the Department of Forestry and Environmental Resources at North Carolina State University. The effectiveness of the integration was unknown; therefore, we developed a framework to assess learning outcomes related to geospatial science. Faculty and program administrators in the department participated in structured interviews designed to identify learning conditions they perceived as successful.

This page last updated 19 May 2019 - 2:46pm


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