NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
Todd, Claire; O'Brien, Kevin J. – Journal of Geoscience Education, 2016
Anthropogenic climate change is a complicated issue involving scientific data and analyses as well as political, economic, and ethical issues. In order to capture this complexity, we developed an interdisciplinary student and faculty collaboration by (1) offering introductory lectures on scientific and ethical methods to two classes, (2) assigning…
Descriptors: Climate, Teaching Methods, Interdisciplinary Approach, Critical Thinking
Lant, Christopher; Pérez-Lapeña, Blanca; Xiong, Weidong; Kraft, Steven; Kowalchuk, Rhonda; Blair, Michael – Journal of Geoscience Education, 2016
Guided by the Next Generation Science Standards and elements of problem-based learning, four human-environment systems simulations are described in brief--carbon, energy, water, and watershed--and a fifth simulation on nitrogen is described in more depth. These science, technology, engineering, and math (STEM) education simulations illustrate…
Descriptors: Energy, Water Quality, Conservation (Environment), Soil Science
Taylor, Zachary P.; Bennett, Drew E. – Journal of Geoscience Education, 2016
Teaching ecosystem services provides an ideal opportunity to use inquiry-based learning to help students make connections between ecological, geological, and social systems. The idea of ecosystem services, or the benefits nature provides to society, has emerged as a key concept in a host of environmental fields and is just beginning to gain…
Descriptors: Ecology, Active Learning, Inquiry, Environmental Education
Peer reviewed Peer reviewed
PDF on ERIC Download full text
DeFelice, Amy; Adams, Jennifer D.; Branco, Brett; Pieroni, Pieranna – Journal of Geoscience Education, 2014
High school students in a large urban area, undergraduate students, and geoscience faculty at a local college used a placebased 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…
Descriptors: High School Students, Disproportionate Representation, Urban Schools, Environmental Education
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Gill, Susan E.; Marcum-Dietrich, Nanette; Becker-Klein, Rachel – Journal of Geoscience Education, 2014
The Model My Watershed (MMW) application, and associated curricula, provides students with meaningful opportunities to connect conceptual understanding of watersheds to real-world decision making. The application uses an authentic hydrologic model, TR-55 (developed by the U.S. Natural Resources Conservation Service), and real data applied in…
Descriptors: Decision Making Skills, Natural Resources, Water, Environmental Education
Peer reviewed Peer reviewed
PDF on ERIC Download full text
McNeal, Karen S.; Spry, Jacob M.; Mitra, Ritayan; Tipton, Jamie L. – Journal of Geoscience Education, 2014
This research examines a semester-long introductory environmental geology course, which emphasized climate science using an Earth systems approach and employed a multipronged teaching strategy comprising lecture, movie viewing, class dialogues, and journaling. Evidence of student engagement during various pedagogical approaches (e.g., movie…
Descriptors: Introductory Courses, Geology, Environmental Education, Learner Engagement
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Fortner, Sarah K. – Journal of Geoscience Education, 2009
A classroom of eighteen fourth and fifth graders in the Columbus, Ohio Public School system successfully evaluated how people obtain fossil fuels, how they are limited in nature, and how they can develop renewable energy solutions. Students modeled oil-drilling using: chocolate syrup, rice cereal, a baster, and a clear container. Chocolate oil…
Descriptors: Grade 4, Grade 5, Elementary School Students, Energy
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Arthurs, Leilani; Templeton, Alexis – Journal of Geoscience Education, 2009
Interactive engagement pedagogies that emerge from a constructivist model of teaching and learning are often a challenge to implement in larger classes for a number of reasons including the physical layout of the classroom (e.g. fixed chairs in an amphitheater-style room), the logistics of organizing a large number of students into small…
Descriptors: Geology, College Science, Science Instruction, Environmental Education