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Gilbert, Lisa A.; Gross, Deborah S.; Kreutz, Karl J. – Journal of Geoscience Education, 2019
Grand challenges such as energy, water, and food scarcity limit our growing population's ability to live sustainably on Earth. Such complex societal challenges, which interconnect many human and natural systems, will require today's students to apply approaches that go beyond simple cause and effect. To help instructors teach students how to…
Descriptors: Undergraduate Students, Thinking Skills, Teaching Methods, Educational Technology
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Mora, Germán – Journal of Geoscience Education, 2019
Inquiry-based instruction facilitates students' acquisition of scientific abilities, but little is known about how rapidly college students master these skills, particularly when this form of instruction includes scaffolding and especially when those scaffolds are removed. To address this gap, this study aimed to evaluate the effect that removing…
Descriptors: Teaching Methods, Inquiry, Science Laboratories, Environmental Education
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Stokes, Alison; Harmer, Nichola – Journal of Geoscience Education, 2018
Active, student-centered pedagogies such as project-based learning (PjBL) can offer significant potential for engaging undergraduates with complex sustainability issues. Driven by institution-wide curriculum changes and informed by educational theories and evidence from previous studies, a trial PjBL activity was designed and delivered on three…
Descriptors: Student Projects, Active Learning, Undergraduate Students, Geography Instruction
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Walker, Ryan; Clary, Renee M.; Wissehr, Cathy – Journal of Geoscience Education, 2017
Environmental education (EE) facilitates students' scientific and environmental literacy, and addresses content areas including sustainability, ecology, and civic responsibility. However, U.S. science content compartmentalization and EE's interdisciplinary nature historically made it a fragmented curriculum within U.S. schools. To gain a better…
Descriptors: Environmental Education, Sustainability, Teaching Methods, Ecology
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
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
Fortner, Sarah K.; Scherer, Hannah H.; Murphy, Martha A. – Journal of Geoscience Education, 2016
Continued agricultural productivity hinges on understanding how to manage soil resources. A 2-week undergraduate introductory-level module: "A Growing Concern: Sustaining Soil Resources Through Local Decision Making" was collaboratively developed through the InTeGrate Project. InTeGrate modules and courses engage students in grand…
Descriptors: Undergraduate Students, Soil Science, Sustainability, Active Learning
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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
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Kirk, Karin B.; Gold, Anne U.; Ledley, Tamara Shapiro; Sullivan, Susan Buhr; Manduca, Cathryn A.; Mogk, David W.; Wiese, Katryn – Journal of Geoscience Education, 2014
Climate literacy is an essential component of a strategy to comprehend and confront the grand challenge of global climate change. However, scientific complexity, societal implications, and political associations make climate change a difficult but important topic to teach. In this paper we report on the results of a survey of undergraduate faculty…
Descriptors: Undergraduate Study, Climate, Environmental Education, College Faculty
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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
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Esteves, Helena; Ferreira, Paulo; Vasconcelos, Clara; Fernandes, Isabel – Journal of Geoscience Education, 2013
Recognizing the relevance that fieldwork and field trips have in the teaching of geosciences and related learning processes, this study presents two geological fieldwork studies that were established with Portuguese secondary school students. Both studies were focused on geoscience content knowledge, and attempted to increase environmental…
Descriptors: Secondary School Students, Mixed Methods Research, Foreign Countries, Learning Processes
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Langseth, David E. – Journal of Geoscience Education, 2009
When teaching phase partitioning concepts for solutes in porous media, and other multi-phase environmental systems, explicitly tracking the environmental media phase with which a substance of interest (S0I) is associated can enhance the students' understanding of the fundamental concepts and derivations. It is common to explicitly track the…
Descriptors: Environmental Education, Concept Teaching, Definitions, Measurement Techniques
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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
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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