Becoming a Geologist - Identity negotiations among first year geology students

This thesis explores how first year students in geology negotiate and make sense of the subject matter and develop a geological identity. The stories of 6 students who have entered the study program in Geology at the University of Copenhagen create the dataset for this research. The students’ development has been documented in successive narrative interviews throughout their first study year. The series of interviews create individual stories of making sense of the subject matter, searching for belonging, and negotiating identity.

This page last updated 19 May 2019 - 4:04pm

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

Developing Student Interest: An Overview of the Research and Implications for Geoscience Education Research and Teaching Practice

Interest is a complex interplay between affective and cognitive components that drive motivation. Over decades of work in the educational psychology community, a theoretical framework has emerged that explains this complex interplay. Interest is initially externally triggered (triggered situational interest), which, through support, can become maintained situational interest, ultimately leading to individual interest progressing from emerging to well-developed.

This page last updated 18 May 2019 - 11:32pm

Social Learning Theories—An Important Design Consideration for Geoscience Fieldwork

The nature of field trips in geoscience lends them to the application of social learning theories for three key reasons. First, they provide opportunity for meaningful practical experience and promote effective learning afforded by no other educational vehicle in the subject. Second, they are integral for students creating a strong but changing sense of identity from student, to geoscience student, to practicing professional geoscientist.

This page last updated 18 May 2019 - 11:25pm

Engaging Underrepresented High School Students in an Urban Environmental and Geoscience Place- Based Curriculum

High school students in a large urban area, undergraduate students, and geoscience faculty at a local college used a place- based pedagogical approach to engage in real geoscience problem-based inquiry in a local urban park. The overarching goals of this project were to learn the potential of place-based geoscience research experiences to: influence students’ science identities and increase participation of urban youth in science. Student researchers participating in the activity (N = 22) completed Likert-scale pre- and post-surveys, which were analyzed using paired t-tests.

This page last updated 17 May 2019 - 2:43pm

Schoolyard Geology as a Bridge Between Urban Thinkers and the Natural World

Students who have a strong urban place-identity may perceive the natural world differently from many geoscience instructors. These urban thinkers have less experience in the natural world and are more comfortable in built environments. They may have subtle differences in cognitive and spatial skill development, interest level in the natural environment, comfort with field experiences, and possible fears of outdoor settings. Curriculum is more effective at reaching urban thinkers when it accounts for these differences.

This page last updated 17 May 2019 - 2:41pm
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