Journal of Geoscience Education最新文献

{"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":"5 1","pages":"0"},"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":"69 1","pages":"0"},"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}

{"title":"Assessing motivations, benefits, and barriers of implementing virtual field experiences in geoscience-related disciplines","authors":"Tyler G. Smith, Karen S. McNeal","doi":"10.1080/10899995.2023.2258760","DOIUrl":"https://doi.org/10.1080/10899995.2023.2258760","url":null,"abstract":"AbstractOutdoor field experiences have long been part of the traditional curriculum in geoscience-related disciplines and are considered a key aspect of professional development in these areas. When the COVID-19 pandemic forced the cancelation of many field excursions around the world, geoscience departments were forced to make abrupt changes to the ways students would be introduced to field study. Virtual field experiences, which were often utilized prior to COVID-19 in a variety of ways, including preparation for in-person fieldwork, increasing student interest, and increasing student accessibility, were developed and employed as alternative options to in-person field experiences. This embedded mixed-methods study used open, hierarchical coding schemes with referential category structure to code open-ended survey responses from 89 department heads and 27 instructors in geoscience-related departments across the U.S. The study was aimed at better understanding acceptance and familiarity with VFEs, motivations for use, and the benefits and barriers encountered during development and implementation. Binary quantitative data was collected to identify institution type, familiarity with, and motivation for the use of VFEs. Opportunities for student diversity, inclusion, and access for students from historically underrepresented groups (BIPOC, disabled students, women, and LGBTQ + students) were the most immediate benefits recognized. The most often cited barriers were time, skills, and resources needed to create VFEs and put them to use. As VFEs have been utilized in a variety of ways before and during COVID-19, it has become increasingly necessary to discuss the roles they will play going forward in academic and professional geoscience-related spaces.Keywords: VirtualfieldexperiencesgeosciencesCOVID-19 AcknowledgmentsThe authors would like to thank all of those who took the time to respond and offer input for each of these surveys. Thanks to Haylie Mikulak for serving as co-coder on the qualitative data, and to the Auburn Geocognition Lab, Dr. Laura Bilenker, and Dr. David Brink-Roby for their review and input on both surveys.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Southeastern section of the Geological Society of America under Grant 13454-22.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136059156","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":"Research studies for designing undergraduate geology courses and activities","authors":"K. Hannula","doi":"10.1080/10899995.2023.2254095","DOIUrl":"https://doi.org/10.1080/10899995.2023.2254095","url":null,"abstract":"From designing virtual field experiences to addressing common misunderstandings to connecting geology coursework with careers and community concerns, geoscience education research can help inform effective geology teaching. This issue shares Research papers that can be applied in the development of undergraduate geology curricula. Virtual field experiences for both introductory and advanced geology students were already under development before COVID lockdowns brought them to the attention of the entire geology community. Ruberto and coauthors had developed virtual field trips to the Grand Canyon, and in this issue, they compare their results with an in-person trip. Although the two trips weren’t identical (the in-person trip involved a walk along the canyon rim, whereas the virtual trip included footage from the bottom of the canyon), the virtual trip showed impressive gains in both learning outcomes and student attitudes. In contrast, COVID travel restrictions pushed Guillaume, Laurent, and Genge to create 3D virtual projects to substitute for upper-level field work. The projects forced students to make their own choices about where to go and what to observe, as if they were in the field themselves. The virtual projects removed some sources of stress (such as weather, physical exhaustion, and difficulty in finding the instructors), but they still missed aspects of the psychomotor domain. These two studies show that active learning and student autonomy are important for both virtual and in-person field experiences to be effective. Introductory students often struggle with some of the core concepts that lead into the geology major. Minerals, for example, can be challenging because students bring prior ideas about crystals and rocks into the class. Manzanares, Anderson, and Pugh interviewed non-geology students about their alternate conceptions. I found some of their results quite surprising I hadn’t realized that students might think that mica cleavage was sedimentary layering, or that a mineral’s fragility was related to its age. Anyone who teaches an introductory geology class should read this paper to help understand why their students are often frustrated and confused in mineral labs. Plate tectonics can also be confusing for introductory students. Polifka, Cervato, and Holme hypothesized that spatial ability (as measured by perspective-taking, visualizing rotations, and the water-level task) might explain those struggles. They gave students several tests of spatial ability, and then had students take a quiz in which students could choose between several different ways to visualize plate boundaries to help them answer the questions. They found no relationship between the general spatial skills and the plate tectonics assessment scores. In upper-level courses, the struggles are different, but they continue (and might be related to the simplifications used to help introductory students). Kreager, LaDue, and Shipley looked at the errors that sed","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":"71 1","pages":"443 - 444"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46937393","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":"Using Indigenous research frameworks to enhance connections between Traditional Knowledge and Western science at Acoma Pueblo, NM","authors":"D. Reano, Carena Hasara","doi":"10.1080/10899995.2023.2246344","DOIUrl":"https://doi.org/10.1080/10899995.2023.2246344","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46034079","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":"Examining perspective-taking skills in introductory geoscience students","authors":"G. Goldhagen, Heather Ford, Kinnari Atit","doi":"10.1080/10899995.2023.2251818","DOIUrl":"https://doi.org/10.1080/10899995.2023.2251818","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43326088","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":"Using drawing as a tool for investigating undergraduate conceptions of Earth scientists","authors":"P. McNeal, Deepika Menon, Deef Al Shorman, Paulina Gajewska-Schaefer","doi":"10.1080/10899995.2023.2246346","DOIUrl":"https://doi.org/10.1080/10899995.2023.2246346","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44421199","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":"Welcome to the field: A survey on practices in introductory geoscience field skills in the USA","authors":"A. Shinneman","doi":"10.1080/10899995.2023.2243780","DOIUrl":"https://doi.org/10.1080/10899995.2023.2243780","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49330536","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":"Drawing attention to attitudes toward scientists: Changes in 10- to 13-year-old students as a result of a GeoCamp experience in New Zealand","authors":"L. Milne, M. Cheng, J. Prebble","doi":"10.1080/10899995.2023.2229211","DOIUrl":"https://doi.org/10.1080/10899995.2023.2229211","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49163840","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 importance of active-learning, student support, and peer teaching networks: A case study from the world’s longest COVID-19 lockdown in Melbourne, Australia","authors":"Sasha McLaren, Eleanor C. R. Green, Mary Anderson, M. Finch","doi":"10.1080/10899995.2023.2242071","DOIUrl":"https://doi.org/10.1080/10899995.2023.2242071","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46677971","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}