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Showing 1 to 15 of 113 results Save | Export
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Arthurs, Leilani A. – Journal of Geoscience Education, 2019
Despite the need for public understanding about groundwater resources, groundwater is among those topics that instructors most struggle to teach at pre-college and college levels. Although constructivist theories suggest student-held conceptions can be used as teaching tools for active learning, there remains a question about how to draw out and…
Descriptors: Water, Earth Science, College Instruction, Science Instruction
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Lally, Diane; Forbes, Cory T.; McNeal, Karen S.; Soltis, Nicholas A. – Journal of Geoscience Education, 2019
Scientific modeling and systems thinking (SMST) is central to the geosciences, yet few studies have documented how and to what extent undergraduate geoscience courses emphasize SMST, as well as factors that might help explain or predict these trends. Here, we present research based on data (n = 2056) from the most recent (2016) administration of…
Descriptors: National Surveys, Teacher Surveys, Science Teachers, Earth Science
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Schiappa, Tamra A.; Smith, Langdon – Journal of Geoscience Education, 2019
Multidisciplinary field investigations courses offer exciting alternatives to traditional learning. They offer a more holistic view of Earth and an opportunity for students to experience the relationships between all of the different elements instead of just one individual segment. We designed a multidisciplinary field investigations course for…
Descriptors: Earth Science, Interdisciplinary Approach, Field Experience Programs, Geology
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d'Alessio, Matthew A.; Schwartz, Joshua J.; Pedone, Vicki; Pavia, Jenni; Fleck, Jenna; Lundquist, Loraine – Journal of Geoscience Education, 2019
Promoting collaboration and discourse in asynchronous online courses is challenging; students need something engaging to talk about, a communications medium in which to fluidly discuss it, and a social environment that supports discourse. We designed a fully online introductory geoscience lecture and lab course called Geology Goes Hollywood that…
Descriptors: Introductory Courses, Online Courses, Cooperative Learning, Asynchronous Communication
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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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Ricci, Jamie L.; Riggs, Eric M. – Journal of Geoscience Education, 2019
This qualitative study examines the experience of 12 Native American youth who participated in culturally appropriate geoscience summer programs throughout California. These programs have been shown to change participating youths' perceptions of science. After the programs, the youth are more likely to describe science as something tribes use to…
Descriptors: Culturally Relevant Education, American Indian Students, Earth Science, Science Instruction
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Beane, Rachel; McNeal, Karen S.; Macdonald, R. Heather – Journal of Geoscience Education, 2019
What is the extent to which college and university geoscience faculty report using education practices that contribute to more inclusive learning environments and engage a diverse population of students? In the 2016 National Geoscience Faculty Survey, faculty answered questions about their practices in a specific introductory or major course they…
Descriptors: Earth Science, College Faculty, Teacher Surveys, Educational Practices
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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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Kirchner, Nina; van Dongen, Eef; Gowan, Evan J.; Pattyn, Frank; Noormets, Riko; Jakobsson, Martin; Ingólfsson, Ólafur – Journal of Geoscience Education, 2018
GRANTISM (GReenland and ANTarctic Ice Sheet Model) is an educational Excel™ model introduced by Pattyn (2006). Here, GRANTISM is amended to simulate the Svalbard-Barents-Sea Ice Sheet during the Last Glacial Maximum, an analogue for the contemporary West Antarctic Ice Sheet. A new name, "GRANTSISM," is suggested; the added S represents…
Descriptors: Introductory Courses, Earth Science, Science Instruction, College Students
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Wolfe, Benjamin A. – Journal of Geoscience Education, 2018
The geosciences continue to lag behind the other sciences in both diversity and degree completion rates of students transferring from two-year colleges (2YCs). Critical to strengthening the transfer student pipeline is the need to identify who takes introductory geosciences courses at the 2YC level and what factors contribute to increased 2YC…
Descriptors: Earth Science, College Transfer Students, Student Attitudes, Two Year Colleges
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Ford, Danielle J. – Journal of Geoscience Education, 2018
With the release of the Next Generation Science Standards, the Earth and environmental sciences receive greater emphasis at all grade levels. These rigorous standards increase pressure on elementary teachers to possess strong science content and pedagogical content knowledge. They also require teachers to hold a set of beliefs compatible with the…
Descriptors: Preservice Teachers, Student Attitudes, Earth Science, Science Instruction
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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
Sherman-Morris, Kathleen; Clary, Renee M.; McNeal, Karen S.; Diaz-Ramirez, Jairo; Brown, Michael E. – Journal of Geoscience Education, 2017
Summer camps have proven to be effective tools to engage students in the geosciences. Findings from this study highlight perceptions and experiences of middle school students from predominantly African American school districts in Mississippi who attended a 3-d residence camp focused on increasing interest in the geosciences through an earth…
Descriptors: Summer Programs, African American Students, Middle School Students, Resident Camp Programs
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Gray, Kyle – Journal of Geoscience Education, 2017
Preservice elementary teachers are often required to take an Earth Science content course as part of their teacher education program but typically enter the course with little knowledge of key Earth Science concepts and are uncertain in their ability to teach science. This study investigated whether completing an inquiry-based Earth Science course…
Descriptors: Preservice Teachers, Self Efficacy, Science Instruction, Inquiry
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Hale, Annie E.; Shelton, Catharyn C.; Richter, Jennifer; Archambault, Leanna M. – Journal of Geoscience Education, 2017
Coupling the study of sustainability with geoscience may enable students to explore science in a more sophisticated way by examining the social-technological-ecological relationships that exist between human-nonhuman and flora-fauna-land interactions. Elementary educators are a population capable of making these issues come to life for today's…
Descriptors: Earth Science, Sustainability, Preservice Teacher Education, Preservice Teachers
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