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Walton, Gabriel – Journal of Geoscience Education, 2020
Technical writing skills are widely considered to be critical for geologists and engineers. Iterative practice with technical writing throughout the undergraduate curriculum represents a common mode by which students develop their skills. The purpose of this study is to examine the efficacy of an iterative practice and feedback model in the…
Descriptors: Technical Writing, Writing Skills, Skill Development, Engineering Education
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Huguet, Carme; Pearse, Jillian; Noè, Leslie F.; Valencia, Diego M.; Ruiz, Nataly Castillo; Heredia, Alexa Jimenez; Avedaño, Mónica Andrea Patiño – Journal of Geoscience Education, 2020
A collaboration between geoscience professors and pedagogic and technical support experts at Universidad de los Andes led to a teaching innovation, as part of a project entitled GEOC-SENSE. GEOC-SENSE was based on the use of active pedagogy techniques aided by information and communication technologies (ICT) to improve motivation and acquisition…
Descriptors: Active Learning, Student Motivation, Cooperation, Technical Support
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Mead, Chris; Buxner, Sanlyn; Bruce, Geoffrey; Taylor, Wendy; Semken, Steven; Anbar, Ariel D. – Journal of Geoscience Education, 2019
Field learning is considered an essential part of geoscience education, yet there are many practical challenges that limit broad and equitable access to field learning. Virtual field experiences can now help to broaden access to field learning. This work details the learning design and technical components of immersive, interactive virtual field…
Descriptors: Experiential Learning, Educational Technology, Technology Uses in Education, Computer Simulation
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Hannula, Kimberly A. – Journal of Geoscience Education, 2019
Geoscientists use spatial thinking skills in many common tasks, such as adding a third dimension to two-dimensional maps by drawing cross-sections or envisioning rock fabrics from a single hand sample or exposure. Field courses allow students to practice and develop those skills in authentic settings. This study examines the development of spatial…
Descriptors: Geology, Science Instruction, Field Instruction, Spatial Ability
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Jackson, Danielle; Kaveh, Haydeh; Victoria, Judith; Walker, Andy; Bursztyn, Natalie – Journal of Geoscience Education, 2019
Studies have consistently documented that introductory geoscience students struggle with visualizing features presented on topographic maps. This is a problem that has the potential to increase in a digital age when engagement with maps consists primarily of GPS navigation via smartphones. Since the first augmented reality (AR) sandbox in 2012,…
Descriptors: Introductory Courses, Earth Science, Science Instruction, Science Activities
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Fairfax, Emily; Brown, Megan R. M. – Journal of Geoscience Education, 2019
People with disabilities are chronically underrepresented in many geoscience departments across the country. There are a number of proposed reasons why this under-representation persists, one of which is lack of instructor training in designing accessible curriculum and making high-quality accommodations. This not only puts students with…
Descriptors: Geology, College Science, Undergraduate Students, Science Laboratories
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Moss, Elizabeth; Cervato, Cinzia; Genschel, Ulrike; Ihrig, Lori; Ogilvie, Craig A. – Journal of Geoscience Education, 2018
This study examines the effects of an extended authentic research experience on students' understanding of the nature of science (NOS) and self-efficacy toward science. The curriculum of an introductory physical geology lab was transformed to include a six-week, student-driven research project focused on local groundwater and surface water issues.…
Descriptors: Earth Science, Scientific Principles, Gender Differences, Self Efficacy
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Meagher, Brian J.; Cataldo, Kirstyn; Douglas, Bruce J.; McDaniel, Mark A.; Nosofsky, Robert M. – Journal of Geoscience Education, 2018
A highly controlled laboratory experiment was conducted that suggested computer-based image training of rock classifications can provide a useful supplement to physical rock training. Two groups of participants learned to classify samples of 12 major types of rocks during a training phase. One group was trained using computer images of the rock…
Descriptors: Science Laboratories, Laboratory Experiments, Geology, Educational Technology
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Soja, Constance M. – Journal of Geoscience Education, 2018
In an introductory geology course on vertebrate fossils, a new object-based classroom exercise was designed to enhance students' appreciation for evidence of evolution as a "tinkering" process, specifically in modern organisms with which everyone is familiar. During the dissection of a popular college late-night snack (barbeque-style…
Descriptors: Geology, Teaching Methods, Paleontology, Laboratory Procedures
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Teasdale, Rachel; Selkin, Peter; Goodell, Laurel – Journal of Geoscience Education, 2018
The InTeGrate curriculum, "Living on the Edge: Building Resilient Societies on Active Plate Margins" (LOE), explores geologic hazards and related societal risks at plate boundaries. The curriculum incorporates research-based pedagogical practices and the use of geologic data for students to analyze and interpret. Materials were developed…
Descriptors: Geology, Self Efficacy, Student Attitudes, Plate Tectonics
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Hubenthal, Michael – Journal of Geoscience Education, 2018
The elastic rebound theory is a fundamental explanatory geoscience construct introduced in most introductory undergraduate geoscience courses. Classroom experience, supported by a recent case study of undergraduate students' model-building activities, indicates that learning this theory tends to be incomplete, in spite of instruction employing…
Descriptors: Plate Tectonics, Undergraduate Students, Scientific Concepts, College Science
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Lazar, Kelly B.; Moysey, Stephen M.; Brame, Scott; Coulson, Alan B.; Lee, Cindy M.; Wagner, John R. – Journal of Geoscience Education, 2018
It is uncommon for large service courses in geology to provide engaging outdoor activities that effectively mimic the experiences of working geologists, despite the fact that field experiences are a well-established pathway for recruiting students to the geosciences. We address this problem by creating extra credit activities that are integrated…
Descriptors: Experiential Learning, Geology, Recreational Activities, Outdoor Education
Nussbaum, E. Michael; Cordova, Jacqueline R.; Rehmat, Abeera P. – Journal of Geoscience Education, 2017
Refutation texts, which are texts that rebut scientific misconceptions and explain the normative concept, can be effective devices for addressing misconceptions and affecting conceptual change. However, few, if any, refutation texts specifically related to climate change have been validated for effectiveness. In this project, we developed and…
Descriptors: Climate, Misconceptions, Scientific Concepts, Instructional Materials
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Webb, Brian S.; Hayhoe, Doug – Journal of Geoscience Education, 2017
Despite an overwhelming scientific consensus, a significant proportion of the American public continues to reject anthropogenic climate change. This disparity is particularly evident among evangelical Christians, for whom theological conservatism, general scientific skepticism, political affiliations, and sociocultural influences may impede their…
Descriptors: Church Related Colleges, Christianity, Climate, Student Attitudes
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McConell, David A.; Chapman, LeeAnna; Czaijka, C. Douglas; Jones, Jason P.; Ryker, Katherine D.; Wiggen, Jennifer – Journal of Geoscience Education, 2017
The adoption of active learning instructional practices in college science, technology, engineering, and mathematics (STEM) courses has been shown to result in improvements in student learning, contribute to increased retention rates, and reduce the achievement gap among different student populations. Descriptions of active learning strategies…
Descriptors: Instructional Effectiveness, Active Learning, Learning Strategies, STEM Education
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