Journal of Geoscience Education最新文献

{"title":"Assessing navigational map reading competencies with the location-based GeoGame “GeoGami”","authors":"Janina Bistron, A. Schwering","doi":"10.1080/10899995.2023.2190830","DOIUrl":"https://doi.org/10.1080/10899995.2023.2190830","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43248533","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":"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":" ","pages":""},"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}

{"title":"Asynchronous student engagement in analysis of climate data achieves learning objectives related to climate change understanding, statistical competence, and climate anxiety","authors":"T. Meixner, B. Ciancarelli, E. Farrell, Silva D. García, T. Josek, M. Kelly, P. Meister, D. Soule, R. Darner","doi":"10.1080/10899995.2023.2193810","DOIUrl":"https://doi.org/10.1080/10899995.2023.2193810","url":null,"abstract":"Learning in asynchronous online environments has gained importance over the last several decades, and educational environment shifts from the COVID-19 pandemic appear to have increased this need. Science educators and students need information about which approaches work in the asynchronous environment where informal feedback tends to be reduced, compared to other teaching modalities. In this study, we asynchronously implemented a learning module across 5 institutions that guided students (N = 199) from prescriptive data analysis through guided inquiry and eventually to open inquiry. The module focuses on the science behind climate change. Students work with the same authentic data sets used by professional scientists to examine geologic history and causes of climate change. By analyzing contemporary atmospheric carbon dioxide and temperature data and then using the 800,000-year record available from the Vostok ice core proxy record of atmospheric properties, students identify the causes of climate change and discover the unprecedented nature of recent atmospheric changes. Using a pre/post-module assessment, we demonstrate improvement in students' understanding of climate change processes and statistical methods used to analyze data. However, there was no evidence that the module develops students' scientific reasoning about the relationship between causation and correlation. Students maintained that correlation is not causation, even when a robust causal mechanism (i.e., the greenhouse effect) explains the link between atmospheric carbon dioxide and temperature. Finally, our analysis indicated that generally, anxiety about climate change was reduced during the module, such that students become less anxious about the climate change the more they learn about it. However, science-denying students experienced much higher anxiety about climate change than students who accepted the scientific consensus about climate change. Climate science-dissenting students were so few in this study that a statistical comparison was not possible, but this intriguing finding warrants further investigation of the role of anxiety in science denial. Mainly, this study demonstrates how asynchronous online learning environments can indeed support the achievement of learning objectives related to conducting authentic science, such as increasing understanding of climate change and statistical concepts, all while not provoking anxiety about climate change. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47802741","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":"Alignment among environmental programs in higher education: What Food-Energy-Water Nexus concepts are covered in introductory courses?","authors":"L. Horne, A. Manzanares, N. Babin, Emily A. Royse, Lee Arakawa, Eunice Blavascunas, Lisa Doner, D. Druckenbrod, Ennea Fairchild, M. Jarchow, B. Muchnick, P. Panday, Denielle M. Perry, Rebecca E. W. Thomas, A. Toomey, Brian H. Tucker, C. Washington-Ottombre, S. Vincent, Steven W. Anderson, Chelsie L. Romulo","doi":"10.1080/10899995.2023.2187680","DOIUrl":"https://doi.org/10.1080/10899995.2023.2187680","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44459899","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":"Comparison of in-person and virtual Grand Canyon undergraduate field trip learning outcomes","authors":"T. Ruberto, C. Mead, A. Anbar, S. Semken","doi":"10.1080/10899995.2023.2186067","DOIUrl":"https://doi.org/10.1080/10899995.2023.2186067","url":null,"abstract":"Abstract Field learning is fundamental in geoscience, but cost, accessibility, and other constraints limit equal access to these experiences. As technological advances afford ever more immersive and student-centered virtual field experiences, they are likely to have a growing role across geoscience education. They also serve as an important tool for providing high-quality online instruction, whether to fully online degree students, students in hybrid in-person/remote programs, or students experiencing disruptions to in-person learning, such as during the COVID-19 pandemic. This mixed-methods study compared learning outcomes of an in-person (ipFT) and a virtual (iVFT) geoscience field trip to Grand Canyon National Park, each of which highlighted the Great Unconformity. Participants included introductory and advanced geology students. In the ipFT, students collectively explored the Canyon through the interpretive Trail of Time along the Canyon rim, guided by the course instructor. In the iVFT, students individually explored the Canyon and studied its geology at river level. 360° spherical images anchor the iVFTs and serve as a framework for programmed overlays that enable active learning and allow for adaptive feedback. We assessed cognitive and affective outcomes in both trips using common measures. Regression analysis showed the iVFT to be associated with significantly greater learning gains. The ipFT students had significantly higher positive affect scores pre-trip, reflecting their excitement for the trip. Overall, our results provide clear evidence that high-quality iVFTs can lead to better learning gains than ipFTs. Although field trips are employed for more than just content learning, this finding may encourage greater use of iVFTs in coursework.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":"71 1","pages":"445 - 461"},"PeriodicalIF":0.0,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48668019","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":"Extreme underrepresentation of first-generation college students in the geosciences: An intersectional issue","authors":"Anahi Carrera, Thomas Luckie, E. Cooperdock","doi":"10.1080/10899995.2023.2187233","DOIUrl":"https://doi.org/10.1080/10899995.2023.2187233","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48877322","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":"Challenges and opportunities for K-12 earth science education","authors":"K. Hannula","doi":"10.1080/10899995.2023.2187171","DOIUrl":"https://doi.org/10.1080/10899995.2023.2187171","url":null,"abstract":"In the US, most rules dealing with pre-college (K-12) education vary by state, despite national laws and standards that have been developed. In some states (including Colorado, where I live), high school students usually don’t take any Earth science, and even where Earth Science courses are common, they are often taught by teachers who were trained in other fields. Several of the papers in this issue discuss recommendations for content and approaches to teaching Earth, space, and atmospheric sciences to pre-college students, as well as challenges and opportunities for K-12 educators. As John Lanicci and Sarah McCorrison argue, K-12 education has the potential to help many people (both students and their parents) prepare to deal with hazardous weather. Silvia-Jessica Mostacedo-Marsovic and coauthors examined water-related standards for K-12 education that have been promoted by US and international groups. Their analysis describes which grade levels are typically associated with which content. Nancy Price analyzed the pairs of practices and crosscutting concepts for the Earth and Space Sciences in the Next Generation Science Standards, and found that some important aspects of the Earth sciences could be left out if those pairs become the only basis for curriculum design. She recommends some other combinations that could be used to develop lesson plans that teach concepts such as deep time, visualization, spatial reasoning, and large spatial scales. Two papers use standardized test results to consider potential groups to target for K-12 professional development programs. In 31 states and the District of Columbia, the Praxis® standardized test is used to screen future teachers for content knowledge. Rachel Ndembera and coauthors analyzed data from ten years of exams to determine which Earth and Space Science subtopics were the least well-understood, and which groups of future teachers struggled most on the exam. They recommend designing professional development programs for teachers who majored in Education and in non-STEM fields, and especially supporting teachers in covering topics related to the history of Earth and its life forms. In New York state, an unusually large proportion of high school students (70%) take a statewide standardized assessment in Earth Science. Christine Schlendorf and coauthors analyzed the results of that exam to look at the characteristics of schools and teachers in relation to the performance on the exam. Surprisingly, out-of-field teaching was not a major predictor of performance. On the other hand, characteristics of schools (such as socioeconomic status, student demographics, and proportion of students who took the Earth Science course) were statistically related to exam performance. These results suggest that it is important to support K-12 teachers in making Earth science interesting and relevant to marginalized students. The only Curriculum & Instruction paper in this issue describes a program that can provide prof","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":"71 1","pages":"127 - 128"},"PeriodicalIF":0.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49390922","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 impact of field experiences in paleontology on high school learners","authors":"Taormina J. Lepore, L. Lundgren, D. Lawver","doi":"10.1080/10899995.2023.2175525","DOIUrl":"https://doi.org/10.1080/10899995.2023.2175525","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42740226","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 role of ethical care in the geosciences: examining the perspectives of geoscience undergraduates","authors":"S. Nyarko, G. Fore, Kathy Licht","doi":"10.1080/10899995.2023.2170621","DOIUrl":"https://doi.org/10.1080/10899995.2023.2170621","url":null,"abstract":"Abstract Training students to become ethical geoscientists has generated significant interest, particularly when confronted with the need to consider geoscience practice in light of geo-technological advances and environmental issues associated with resource extraction, pollution, and climate change. In this research, we examine from the perspective of student geoscientists what it means to be an ethical geoscientist. As part of a sedimentology course that explicitly taught ethics through experiential learning, students reflected on what it meant to be an ethical geoscientist. The student reflections (N = 37) collected at the beginning and end of the semester were analyzed using thematic analysis and interpreted. We used an ethics of care framework to generate three themes which described attentiveness to care, responsibility for care, and competency to provide care. First, attentiveness to care described the act of recognizing one’s own need and the need of others and making intentional efforts to address those needs. Student reflections revealed that attentiveness to one’s integrity and reflecting on one’s own actions in their interactions are important characteristic of an ethical geoscientist. Second, responsibility for care described the recognition of the need to care for the things with which we interact. Students described that being responsible for societal and environmental needs, such as promoting scientific literacy and guarding other species, are the hallmarks of an ethical geoscientist. Finally, competency to provide care described the availability of effective knowledge, skills, and materials to ethically provide care. Student reflections captured competencies related to scientific practice in ensuring data precision, accuracy, and maintaining caring and ethical relationships with colleagues as ethical geoscience characteristics. We suggest instructional strategies that explicitly teach ethics and critical reflection to foster students’ sense of care and interest in geology both as a science and ethical practice.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":"71 1","pages":"540 - 552"},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43131077","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":"Importance of centering traditional knowledge and Indigenous culture in geoscience education","authors":"W. Todd, Chessaly E. Towne, J. Clarke","doi":"10.1080/10899995.2023.2172976","DOIUrl":"https://doi.org/10.1080/10899995.2023.2172976","url":null,"abstract":"Abstract Traditional Knowledge (TK) is a qualitative and quantitative living body of knowledge developed locally and regionally across generations over thousands of years. This study aims to show through authentic voice the importance of centering TK systems and cultural needs to provide equitable geoscience education programs. TK can be communicated through a variety of methods, such as story and song, dance, paintings, carvings, structures, and textiles. TK is interdisciplinary within anthropological and ecological subsistence and provide enhanced cultural and spiritual context. Research findings are enhanced by the exploratory and inquiry-based design of TK and provide insight into the anthropogenic impacts on the environment allowing researchers to gain a rich understanding of human behaviors and patterns when collecting and analyzing data. This study examines factors influencing Indigenous students’ participation and retention in the geosciences, specifically gauging opinions on the incorporation of TK systems into geoscience education. Data was collected using an electronic survey to identify factors that inform students’ decision to enter geoscience disciplines and better understand the importance of role models and mentors for retention. Our findings indicate that Indigenous students were interested in using both TK and Western science in geoscience learning spaces, Indigenous role models played an important role in sense of belonging and identity in the geosciences, and the incorporation of culture into learning experiences played an important role in retention. Findings from this study, if operationalized, would allow geoscience departments to increase retention of Indigenous students and faculty, provide equitable educational opportunities, and to better understand how to effect cultural change in the geosciences by providing a welcoming and affirming space for Indigenous scholars.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":"71 1","pages":"403 - 414"},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41635012","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}