Journal of Geoscience Education最新文献_第5页

A qualitative study of marginalized students’ academic, physical, and social self-efficacy in a multiweek geoscience field program 在一个为期数周的地球科学实地项目中，对边缘化学生的学业、身体和社会自我效能感进行定性研究

Journal of Geoscience Education Pub Date : 2023-07-03 DOI: 10.1080/10899995.2023.2215673

Ennea Fairchild, J. Sexton, Harmony Newman, Krystal Hinerman, Jessica McKay, E. Riggs

引用次数: 0

In our VOICES 在我们的声音里

Journal of Geoscience Education Pub Date : 2023-07-03 DOI: 10.1080/15374417309532493

Wendy K’ah Skáahluwáa Todd, Carmen R. Cid, Cory Garza

引用次数: 1

“Reef Survivor”: A new board game designed to teach college and university undergraduate students about reef ecology, evolution, and extinction “珊瑚礁幸存者”:一款新的棋盘游戏，旨在教授学院和大学本科生有关珊瑚礁生态，进化和灭绝的知识

Journal of Geoscience Education Pub Date : 2023-06-28 DOI: 10.1080/10899995.2023.2221818

Rowan C. Martindale, Barbara Sofia Sulbaran Reyes, Sinjini Sinha, North Cooc

{"title":"“Reef Survivor”: A new board game designed to teach college and university undergraduate students about reef ecology, evolution, and extinction","authors":"Rowan C. Martindale, Barbara Sofia Sulbaran Reyes, Sinjini Sinha, North Cooc","doi":"10.1080/10899995.2023.2221818","DOIUrl":"https://doi.org/10.1080/10899995.2023.2221818","url":null,"abstract":"Educational geoscience games have been increasing in popularity because they promote learning through amusement and encourage students to engage with topical material and each other. Here we describe a new board game, “Reef Survivor”, and its use as an instructional tool in undergraduate classes. The educational objective is to teach players about ecology, evolution, and environmental perturbations, while the gameplay objective is to build a resilient reef ecosystem. Through collaborative and competitive gameplay, students learn about evolution mechanics—mutation, migration, and natural selection—as well as ecology and how reefs survive natural disasters. The game blends informed decision making and chance to encourage students to learn and model complex Earth systems and evolutionary processes. Students choose their environment and reef community, whereas chance influences mutations and disasters.The game was incorporated in undergraduate classroom activities in 2021 and 2022 at 20 colleges and universities, mostly public institutions in the United States. Students were enthusiastic about the game, with two thirds saying they would rather play the game than have a normal lab. Notably, students said playing with a peer helped them learn better. Taken together, learning gains from 15 institutions were positive, with significant gains by the final semester of assessment. Overall, learning gains were not positive during the first deployment (online) but improved substantially when refined and played in person. A print-and-play version of the game (doi: 10.18738/T8/S3KWT7), onboarding and follow-up assignments, and suggested extension activities are provided; modifications for time, course objective, and educational level are also discussed.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135210770","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}

引用次数: 0

Scientific evaluations and plausibility judgements in middle school students’ learning about geoscience topics 中学生地学主题学习中的科学评价与合理性判断

Journal of Geoscience Education Pub Date : 2023-05-18 DOI: 10.1080/10899995.2023.2200877

T. Klavon, S. Mohan, J. B. Jaffe, Thalia Stogianos, Donna Governor, D. Lombardi

引用次数: 1

College students’ prior knowledge and alternative conceptions regarding minerals 大学生对矿物的先验知识与另类观念

Journal of Geoscience Education Pub Date : 2023-05-18 DOI: 10.1080/10899995.2023.2205990

A. Manzanares, Steven W. Anderson, Kevin J. Pugh

{"title":"College students’ prior knowledge and alternative conceptions regarding minerals","authors":"A. Manzanares, Steven W. Anderson, Kevin J. Pugh","doi":"10.1080/10899995.2023.2205990","DOIUrl":"https://doi.org/10.1080/10899995.2023.2205990","url":null,"abstract":"Abstract The mineral identification lab is typically the entry level college student’s initial hands-on introduction to minerals. Our research focused on identifying alternative mineralogy conceptions that students bring to an introductory geology course and investigating the origins and nature of these conceptions. We identified a number of alternative conceptions and to help make sense of these ideas we grouped them into four categories: (1) differences between minerals and rocks (e.g., they are the same), (2) mineral composition (e.g., lighter crystals contain more air), (3) where minerals form (e.g., caves), and (4) mineral surface features. The fourth category encompassed alternative conceptions based on immediately observable features and included six daughter categories: (1) mineral characteristics (e.g., all are smooth and crystal-like), (2) origin of planar surfaces (e.g., were cut), (3) sedimentary knowledge (e.g., minerals like mica are formed from layering), (4) mineral relations (e.g., minerals of similar shape are related), (5) environmental impacts (e.g., during formation sand was incorporated to turn the mineral orange), and (6) age of minerals (e.g., age can be determined by fragility). Further, we identified three main knowledge sources from which students construct alternative conceptions: (1) prior science courses, (2) outdoor activities, and (3) jewelry and solar and water impacts. Our research adds to previous work on the alternative conceptions held by novice earth science students. Students’ answers reflect how their knowledge can contribute to creating alternative conceptions.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44893149","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}

引用次数: 1

Development of a virtual microscope with integrated feedback for blended geology labs 混合地质实验室综合反馈虚拟显微镜的研制

Journal of Geoscience Education Pub Date : 2023-05-17 DOI: 10.1080/10899995.2023.2202285

Kamen T. Engel, Jonathan Davidson, Alison Jolley, Ben M. Kennedy, Alexander R. L. Nichols

{"title":"Development of a virtual microscope with integrated feedback for blended geology labs","authors":"Kamen T. Engel, Jonathan Davidson, Alison Jolley, Ben M. Kennedy, Alexander R. L. Nichols","doi":"10.1080/10899995.2023.2202285","DOIUrl":"https://doi.org/10.1080/10899995.2023.2202285","url":null,"abstract":"A virtual microscope resource was created when face-to-face labs were halted due to the COVID-19 pandemic in March 2020 to replicate the learning goals of an introductory petrology course on microscopy. This virtual microscope resource utilized images and videos of thin sections, as well as 3D rock models to allow students to complete labs online. It also incorporated directed questioning and feedback as would be provided by demonstrators (teaching assistants) in a face-to-face lab. Insights obtained from student reflective questionnaires (n = 75) were used to adapt the online resource so that it could be used in conjunction with the face-to-face lab, thus becoming a blended lab resource in the subsequent year. These reflective questionnaires were utilized again to provide feedback on the revised version of the resource for blended learning. Findings showed that students in the blended learning cohort rated the quality of the available online material higher than the previous students. The blended learning cohort appreciated the immediate feedback from the resource, as well as its ability to provide remote access to lab materials. They also gained confidence by being able to review the material multiple times online. We conclude that blended resources are a useful tool in introductory petrology which we hope to see become more commonplace in the future. © 2023 National Association of Geoscience Teachers.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43084761","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}

引用次数: 1

Immersive and interactive three-dimensional virtual fieldwork: Assessing the student learning experience and value to improve inclusivity of geosciences degrees 沉浸式互动三维虚拟田野调查：评估学生的学习体验和价值，以提高地学学位的包容性

Journal of Geoscience Education Pub Date : 2023-05-01 DOI: 10.1080/10899995.2023.2200361

L. Guillaume, Valentin Laurent, M. Genge

{"title":"Immersive and interactive three-dimensional virtual fieldwork: Assessing the student learning experience and value to improve inclusivity of geosciences degrees","authors":"L. Guillaume, Valentin Laurent, M. Genge","doi":"10.1080/10899995.2023.2200361","DOIUrl":"https://doi.org/10.1080/10899995.2023.2200361","url":null,"abstract":"Abstract Fieldwork is a pedagogical cornerstone of many geoscience degrees. During the academic years 2019–20 and 2020–21, the worldwide COVID-19 pandemic made outdoors fieldwork difficult, resulting in an urgent need to develop virtual alternatives. However, there is still more to learn about the impact of teaching fieldwork virtually on the student learning experience. This study aims to assess the student learning experience during immersive and interactive three-dimensional virtual fieldwork and establish the value of digital techniques to improve the inclusivity of geosciences degrees. Quantitative and qualitative data were collected to assess students’ attitudes to virtual fieldwork in comparison to outdoor fieldwork in terms of accessibility, inclusivity and their learning experience. Our results show overall positive student responses to virtual fieldwork, with over half stating it adequately replicated the learning experience of outdoor fieldwork. Students also value outdoor fieldwork for the degree of autonomy it provides, and idea-sharing with peers; yet simultaneously the majority believed outdoor fieldwork is inherently exclusionary. This study concludes that virtual fieldwork, taught using interactive 3D virtual outcrops set within virtual worlds, replicates the outdoor fieldwork learning experience as closely as possible. However, students missed some fundamental and important aspects of outdoor fieldwork, as being outside and the social interactions with peers and staff that are specific to on-location fieldwork. This study recommends the use of virtual fieldwork in addition to residential on-location fieldwork, as for a significant number of students virtual fieldwork may be a better way of accessing this valued pedagogy of the geosciences. Furthermore, virtual fieldwork has the potential to make geosciences more inclusive and attractive to a wider range of students.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42851734","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}

引用次数: 2

Humanizing geoscience education research through participant-driven visual representation 通过参与者驱动的视觉表征实现地学教育研究的人性化

Journal of Geoscience Education Pub Date : 2023-04-03 DOI: 10.1080/10899995.2023.2193551

E. A. Boyd, K. Lazar, Matthew Voigt

引用次数: 0

Assessing navigational map reading competencies with the location-based GeoGame “GeoGami” 使用基于位置的GeoGame“GeoGami”评估导航地图阅读能力

Journal of Geoscience Education Pub Date : 2023-03-31 DOI: 10.1080/10899995.2023.2190830

Janina Bistron, A. Schwering

引用次数: 1

Building science knowledge, identity, and interest using place-based learning with non-dominant urban undergraduate and high school students 利用基于地点的学习与非优势城市本科生和高中生建立科学知识、身份和兴趣

Journal of Geoscience Education Pub Date : 2023-03-31 DOI: 10.1080/10899995.2023.2186762

R. Davies, J. Wolk-Stanley, V. Yuan, J. Contino

{"title":"Building science knowledge, identity, and interest using place-based learning with non-dominant urban undergraduate and high school students","authors":"R. Davies, J. Wolk-Stanley, V. Yuan, J. Contino","doi":"10.1080/10899995.2023.2186762","DOIUrl":"https://doi.org/10.1080/10899995.2023.2186762","url":null,"abstract":"During remote learning due to the COVID-19 pandemic, we developed and implemented a place-based, 5E mini-unit for New York City high school and community college Earth science students, most of whom identify as belonging to non-dominant groups. As well as supporting standard science skills such as graphing and interpreting data, we leveraged active learning and culturally responsive pedagogies such as reasoning by analogy, storytelling, virtual field trips, and sketching. These strategies were aimed at developing science content and skills, science identities, and science interest. The mini-unit was taught over 6 to 7.5 hours. Pre-and post-surveys for 107 students from three schools showed significant gains in learning (38% increase;p= <0.0001). Science identity measurements increased slightly although they stayed relatively low. Science interest measurements were higher with small increases. Teacher influence and science classroom experiences ranked as the most important influencers of science interest. For 33 community college students, no correlation was found between content learning, science identity, and science interest. In this group, females and White students had higher scores for all three measures. Between pre- and post-survey, science identity increased, particularly for Black students, while science interest decreased for all but White students. For all students, overall increases between pre- and post-survey suggest the pedagogical approaches used during remote synchronous learning were successful at helping students grow as scientists. © 2023 National Association of Geoscience Teachers.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46562567","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}

引用次数: 0