Journal of Geoscience Education最新文献

{"title":"Changes and awards","authors":"K. Hannula","doi":"10.1080/10899995.2023.2291283","DOIUrl":"https://doi.org/10.1080/10899995.2023.2291283","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138594829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An interactive 3D model of thermohaline circulation to support learning in undergraduate introductory oceanography courses","authors":"Caleb A. Flaim, Sasha K. Seroy","doi":"10.1080/10899995.2023.2289782","DOIUrl":"https://doi.org/10.1080/10899995.2023.2289782","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138602433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The implementation of a virtual field trip to aid geological interpretation within an undergraduate volcanology course","authors":"A. Watson, B. M. Kennedy, J. Davidson, E. Brogt, A. Jolley","doi":"10.1080/10899995.2023.2279016","DOIUrl":"https://doi.org/10.1080/10899995.2023.2279016","url":null,"abstract":"AbstractGeological skills such as interpreting outcrops are often taught during fieldwork. However, recent advancements in digital technologies and the demand for more inclusive and accessible learning has provided an opportunity to teach these skills in virtual field trips (VFT). The Iceland VFT was developed to teach students about volcanic features and processes in Iceland and help students develop geological skills within a third-year, classroom-based, physical volcanology course. To determine the effectiveness of the VFT at aiding the development of student interpretation skills, we calculated the learning gains from an applied sketching exercise administered pre- and post- VFT, where students were asked to sketch a photograph of a lava flow outcrop and interpret flow shape and features from a range of different perspectives. The largest learning gains were for lava flow interpretation in map-view (0.40) followed by lava flow interpretation in side-view (0.31). Student responses to a post-VFT evaluation exercise indicate that the instructional/360 videos and the 3D landscape and rock models allowed students to spatially explore volcanic features within the landscape which aided their ability to interpret what the lava flow outcrop within the applied sketching exercise might look like in multiple perspectives. We conclude that the VFT supported students’ geological interpretation of lava flows and recommend that virtual fieldtrips with interactive spatially challenging exercises can be used to improve students’ conceptual understanding of content delivered in lectures and laboratories as well as preparation or reinforcement of fieldwork.Keywords: Blended learningonlinefield experiencevolcanoassessment AcknowledgementsThe authors wish to acknowledge the contributions of Giles Seropian, Alex Nichols and the teaching assistants that helped teach the physical volcanology course as well as Gro Pedersen, Freysteinn Sigmundsson, John Eichelberger, and James Catley who contributed as field experts to the IVFT. The Iceland VFT makes use of Open-Source software packages such as Melown VTS stack which helped the authors create and improve 3D visualisations. We also acknowledge MBIE Catalyst seeding grant “Energy straight from magma,” Core Education, and Krafla Magma Drilling project for supporting this research. The authors also thank two reviewers and the editors for greatly improving the quality of this manuscript.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136281924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strengthening geoscience educational pathways for underrepresented students from two-year to four-year institutions","authors":"Bridget T. Kelly, Robyn Mieko Dahl, William T. Phelps, Mary L. Droser","doi":"10.1080/10899995.2023.2279036","DOIUrl":"https://doi.org/10.1080/10899995.2023.2279036","url":null,"abstract":"AbstractAn opportunity exists to attract students from historically underrepresented communities into the geosciences, the least diverse of the STEM fields. Home to a diverse population, Riverside County in Southern California supports several community colleges with thriving geoscience programs where students can take a range of geology courses in preparation for a geology major at 4-year universities. The Geoscientist Development (GEODE) Program is designed to recruit and retain students from underrepresented groups into geoscience majors and careers and increase students’ interest in transferring from a 2-year college to a 4-year college. In this study, we examined how participation in a 10-week paid research internship affected students’ interest in studying and pursuing a degree or career in geoscience. Combining quantitative analysis of Likert-style survey questions and thematic content analysis of open-ended questions, we determined that paid research internships positively impacted students’ interest in geoscience and increased their interest in transferring from their 2-year college to a 4-year university. The students reported benefits of new research skills, career preparation, and networking; they struggled with a lack of background knowledge and a lack of research time. These results demonstrate a promising way to strengthen geoscience educational pathways and increase diversity in the geosciences. This program can be implemented at other institutions by forming cross-campus relationships and with relatively small financial commitments.Keywords: Internships2-year college transfersrecruitment and retentionundergraduate geoscience educationunderrepresented students AcknowledgmentsThe authors wish to thank Richard Minnich and Nigel Hughes for their insightful discussions and comments on the manuscript. Our manuscript was strengthened by feedback from Julia Cisneros, the editors, and an anonymous reviewer. We also thank Theresa Kane and Rose Bisquera for their work facilitating the GEODE program.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Science Foundation Geopaths grant 1600284. Any opinions, findings, conclusions, or recommendations expressed in this work are those of the authors and do not necessarily reflect the views of the National Science Foundation.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135137206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Deafness in academia and the geosciences: challenges and solutions","authors":"Jennifer Mangan","doi":"10.1080/10899995.2023.2275548","DOIUrl":"https://doi.org/10.1080/10899995.2023.2275548","url":null,"abstract":"Deaf and hard-of-hearing people are no less capable of being geoscientists or working geoscience academics than are hearing people. However, deaf and hard-of-hearing individuals are represented in lower percentages in these fields, contributing to a lack of diversity. People with some form of hearing loss face stigmas and misconceptions, as well as microaggressions and ableism that may impede their recruitment and retention in the geosciences. This paper explores some of the barriers faced by deaf and hard-of-hearing scientists, some lived experiences, ways progress has been made to include people with hearing loss, and what more can be done.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135192747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experiences in maintaining high school students’ motivation in a summer research program in virtual environments during the COVID-19 pandemic","authors":"Lixin Wang, Samuel Cornelius Nyarko, Matthew Lanning","doi":"10.1080/10899995.2023.2272582","DOIUrl":"https://doi.org/10.1080/10899995.2023.2272582","url":null,"abstract":"AbstractThe COVID-19 pandemic has created numerous disruptions for educators and researchers, especially in 2020 and 2021. Critical in-person activities, including research, have been postponed or canceled throughout the academic and professional communities of the world. The Project SEED (Summer Experiences for the Economically Disadvantaged) program for high school students in the Ecohydrology Lab at Indiana University-Purdue University Indianapolis was no exception. The 2020 and 2021 programs, originally scheduled for in person (2 months in the summer) was moved online with a similar time frame. The goals of Project SEED are to provide high school students with the opportunity to explore a career in the sciences and be involved in research at industries and universities. The goals remained the same during the virtual years and we had a total of two students who participated in the program in 2020 and 2021. In this commentary, we outline the experiences of moving the program to a virtual environment, and reflect on the experiences that motivated students’ participation and success in the program with adjusted project designs. According to student reflections and our discussions with the students, changing the research experiences to include data gathering and analysis (data mining) from published literature rather than the usual hands-on experiments, regular online interactions, enhancing student independence, and making mentors easily accessible were effective in fostering students’ participation and success in the program. With these new practices, the educational outcome of the virtual version of the Project SEED program is similar to the pre-pandemic program based on the quality of the final products (i.e., presentations) and students’ reflections. Informed by these experiences, this commentary makes recommendations for developing virtual research environments to assist students in realizing their potential and research goals. The suggested practices have implications for other educational settings (e.g., international programs through virtual environments).Keywords: COVID-19minoritized high school studentsparticipatory researchsituated learningvirtual environment AcknowledgementsWe thank Project SEED and Indiana Clinical and Translational Sciences Institute (Indiana CTSI) for the financial support to all the Project SEED students. We thank all the involved high school students for their enthusiasm and great work. We thank two anonymous reviewers, the associate editor and editor for their constructive comments that significantly improved the manuscript.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingWe acknowledge the funding support of NSF grants [EAR-1554894, EAR-1562055 and GP-EXTRA-1701132] awarded to L. Wang. We also acknowledge the funding support of NSF grant [CCE-STEM-1737157].","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135271343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Environmental education in distance learning: using Virtual Worlds to link geosciences and sustainability","authors":"Michelina Occhioni, Alessandra Beccaceci, Eleonora Paris","doi":"10.1080/10899995.2023.2266863","DOIUrl":"https://doi.org/10.1080/10899995.2023.2266863","url":null,"abstract":"AbstractA Virtual World, the “Sustainability Hub” island, was developed and widely used during the COVID-19 pandemic, to support schools with distance-learning lessons, and the new mandatory Civic Education curriculum in Italy.Using a gamification approach, students learned about Agenda 2030 and sustainability focusing especially on themes related to geosciences, e.g., global warming, overexploitation of georesources and soil, recycling of critical elements, circular economy, and environmental footprint indicators.After a preliminary test involving 58 teachers, who evaluated the activity, 650 students from four schools in different geographic areas were involved. The students were divided into two groups, one directly accessing the virtual world as avatars (group W), the other participating in a sharing-screen mode (group S).Pre- and post-activity tests and a satisfaction survey were administered to assess learning outcomes and engagement. Questionnaire data analysis revealed good content acquisition for all students, high levels of students’ engagement and positive feedback.The evaluation of post- and pre-activity mean score tests highlights significant differences between the two groups, with knowledge gain for the W group being double compared to the S group (22.9 vs. 11.6). This result evidences the positive effect of virtual world activities on learning.Sustainability Hub allowed interactions between students, supporting their social needs in a time of crisis, but it can also represent a valid support to conventional teaching. The engaging environment involved students to discover the many interdisciplinary connections between geoscience and sustainability, making them aware of the central role of geoscientists in the Agenda 2030 goals.Keywords: Sustainabilitygeosciencesdistance-learningVirtual Worldsopensimulator AcknowledgementsAuthors are thankful to all teachers involved in the project and the colleagues of the UNICAMearth group, who helped improve this project. Reviewers’ comments were very useful in improving this paper.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136078887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"COVID-19’s meso-scale impacts: exploring the perspectives of geoscience department chairs in California","authors":"Zia Salim, Virginia Isava","doi":"10.1080/10899995.2023.2266089","DOIUrl":"https://doi.org/10.1080/10899995.2023.2266089","url":null,"abstract":"AbstractAcross the landscape of higher education, the COVID-19 pandemic has caused fundamental changes at a variety of scales. To understand which aspects of higher education instruction at the departmental (meso-scale) level were most and least impacted by the COVID-19 pandemic, chairs of geoscience departments at public higher education institutions in California (n = 38) were surveyed on the pandemic’s impacts on teaching in their departments, and whether those changes persisted beyond Spring 2022. The shift to online teaching was the pandemic’s primary impact. The findings indicate that this shift was followed by significant direct and indirect impacts on a variety of departmental and instructional aspects, including assessment methods, course offerings, course structure and organization, enrollment, recruitment and outreach, and student learning, in both positive and negative ways. Conversely, the pandemic had relatively little impact on degree structure and course content. Key pedagogical changes include the increased use of Learning Management Systems (LMSs), non-exam assessment methods, and online and hybrid modalities. The results highlight the need for departmental and institutional support to mitigate negative effects on geoscience in-lab and in-field classes, equity and achievement gaps, graduate student needs, recruitment and outreach efforts, and department chair stress, mental health, and burnout. Continued health and resilience in geoscience departments requires that the pandemic’s negative impacts be identified, studied, and addressed by departments, institutions, and professional organizations. Analyzing effects at the meso-scale is an important part of a multi-faceted, multi-scalar assessment of the pandemic’s impacts on geoscience education.Keywords: COVID-19geoscience educationdepartment chairsstudent learningonline learning AcknowledgementsThe authors appreciate the time and insights of the research participants. Patricia Pérez, Jessica Stern, and Sean Walker contributed in the project development stage. The survey instrument was tested by two participants who provided valuable feedback for its development and improvement. Alexandra Lewandowski, Samantha Luu, and Elena Marquez assisted with data collection. Feedback from Carl Wieman’s STEM Education research group at Stanford University refined the analysis, and the suggestions made by the anonymous reviewers and journal editors strengthened the paper.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135093279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Combining flipped class sessions with traditional lectures in a non-computational upper level economic geology class","authors":"Daniel David Gregory, Alison Jolley","doi":"10.1080/10899995.2023.2261830","DOIUrl":"https://doi.org/10.1080/10899995.2023.2261830","url":null,"abstract":"AbstractFlipped classrooms have been shown to be useful in both introductory and advanced computational Earth Science courses. However, to date they have not been implemented in advanced level non-computational courses. Here we assess a three-year study into the use of flipped classroom techniques in a fourth year undergraduate Mineral Deposits class. One to two flipped classrooms were used to teach porphyry deposits, iron oxide copper gold and/or volcanogenic massive sulfide deposits. The effectiveness of the technique was assessed using a combination of student feedback forms, comparison of students’ ability to answer exam questions from topics taught by flipped classroom versus other topics taught by traditional methods, and interviews with students 6 to 36 months after completion of the course. The students’ ability to answer lecture exam questions was slightly higher in topics taught as flipped classrooms compared to traditional techniques. Whereas the students’ ability to answer laboratory exam questions was slightly lower between topics taught as flipped classrooms. However, most students did think that the flipped classrooms were useful and aided in their learning of the material. The use of video lectures was particularly appreciated by some who found that it increased their flexibility and ability to absorb the material at their own pace. As such we determined that flipped classrooms are an effective technique for teaching upper-level non-computational Earth Science courses and they increased behavioral, emotional, and cognitive engagement.Keywords: Flipped classroomactive learningEconomic Geologyvideo lectures AcknowledgementsThe authors would like to thank all the students who generously gave their feedback on the course. We would also like to thank Heidi Tomes and Nelson Roman for their time as teaching assistants in the course and Charly Bank for curating student responses during the project. We would also like to thank Laurence Curtis, Martin Reich, and Agnico Eagle Mines Limited for their donations of materials used in the flipped classroom exercises. We would further like to thank three anonymous reviewers, the associate editor and C&I editor for detailed comments that greatly improved the manuscript.Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135829687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Common-sense teaching for the 2020s: Ungrading in response to covid-19 and beyond","authors":"Katharine E. Johanesen, Lily L. Claiborne, Elisabeth S. Falk, Karla Parsons Hubbard, Karen E. Kohfeld, Elisabeth S. Nadin, Amanda H. Schmidt","doi":"10.1080/10899995.2023.2259784","DOIUrl":"https://doi.org/10.1080/10899995.2023.2259784","url":null,"abstract":"AbstractConventional letter- or number-based grading systems, though ubiquitous at all levels of education, do not optimize the learning experience. The philosophy of “ungrading” includes a variety of approaches that decenter or even remove numeric or letter scoring of student work in favor of descriptive feedback, opportunities for revision, self-assessment and reflection, and assessment toward mastery. This paper presents one of the few published descriptions of the use of ungrading approaches in geoscience courses at the undergraduate and graduate level. We showcase four approaches, detailing the courses and ungrading structures used, positive outcomes and challenges, and tools that might allow others to apply these methods. We describe (a) mastery and specifications grading, chosen to promote mastery of course materials in mid- and upper-level courses for college majors; (b) labor-based grading used to promote depth of student learning by focusing on revision; (c) collaborative grading utilizing self-assessment and reflection chosen to promote meta-cognition and growth mindset; and, (d) partial ungrading as a means to begin the ungrading process. Importantly, our experiences have led us to recognize the equity that ungrading approaches create, enabling students from different backgrounds, including students of color and disabled students, to find stronger support and build greater competence and confidence in geoscience classes.Keywords: Ungradingspecifications gradingmastery gradingcontract gradingeffort-based gradinglabor-based gradingcompletion-based gradingself-assessmentcollaborative gradingreflections Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}