Journal of Geoscience Education最新文献_第9页

Systematic evaluation of geoscience education programs that are designed for Indigenous students, or use Traditional Knowledge 为土著学生设计或使用传统知识的地球科学教育项目的系统评估

Journal of Geoscience Education Pub Date : 2022-09-01 DOI: 10.1080/10899995.2022.2112491

C. McKinley, G. Showalter, T. Crofoot, Kaden Stone

{"title":"Systematic evaluation of geoscience education programs that are designed for Indigenous students, or use Traditional Knowledge","authors":"C. McKinley, G. Showalter, T. Crofoot, Kaden Stone","doi":"10.1080/10899995.2022.2112491","DOIUrl":"https://doi.org/10.1080/10899995.2022.2112491","url":null,"abstract":"Abstract The geoscience community has begun to grapple with the whiteness of the community and the harm and erasure of Indigenous communities done by earth and environmental scientists. We have come to understand that to recruit and retain Indigenous students, geoscience education needs to be culturally responsive by explicitly centering Indigenous students. This has created a great need for guidelines about how to approach and evaluate educational programs that are designed for Indigenous students, and/or use Traditional Knowledge. There are many recent initiatives, especially those led by Indigenous scientists and faculty, that have done this well. We present here a newly developed rubric and systematic review of publications about Indigenous geoscience initiatives for K-12, college education, and professional training. Our evaluation examines the implementation of the program, its content, approach (i.e., if the program used Indigenous ways of learning and knowing or taught Indigenous concepts in a western education framework) and research design. The goal of this review is to identify further areas of research, areas that need improvement, and to develop recommendations for similar future initiatives. Overall, the articles reviewed herein are consistently implementing multiple epistemologies, and explicitly centering and validating Indigenous culture. However, there is work to be done to improve the ways similar programs address racism, Indigenous identity, sovereignty, and data sovereignty moving forward.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":"71 1","pages":"428 - 441"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49465057","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

The impact of COVID-19 on publishing and reviewing in the Journal of Geoscience Education community 2019冠状病毒病对《地球科学教育界杂志》发表和评审的影响

Journal of Geoscience Education Pub Date : 2022-09-01 DOI: 10.1080/10899995.2022.2110835

Alison Jolley, K. Ryker, K. Kortz, E. Riggs

{"title":"The impact of COVID-19 on publishing and reviewing in the Journal of Geoscience Education community","authors":"Alison Jolley, K. Ryker, K. Kortz, E. Riggs","doi":"10.1080/10899995.2022.2110835","DOIUrl":"https://doi.org/10.1080/10899995.2022.2110835","url":null,"abstract":"Abstract COVID-19 has created challenges and opportunities across higher education, with flow-on effects for teaching, research, and publishing. Using an archival case study approach, we analyzed 543 Journal of Geoscience Education submissions from 2018 to 2020 to determine potential impacts of the pandemic on our authors and reviewers. Trends in submission numbers and types, gender, and institutional affiliation were characterized pre- and post-COVID onset. Results indicate that though there was an initial drop in submissions post-COVID onset, submission numbers rose to typical levels a few months later. However, the proportion of Curriculum and Instruction submissions dropped by 10% post-COVID onset, whereas research submissions increased by 12.6%, representing a tenfold increase in the gap between the two. In contrast to other studies that found a decrease in submissions by women authors post-COVID onset, JGE had a 3.8% increase in initial submissions by women corresponding authors. However, there was a 12.2% decrease in revisions by women corresponding authors post-COVID onset. Women reviewers had a 2.2% lower acceptance rate post-COVID onset, though still make up over half of JGE’s reviewers. Although there were more contributions from corresponding authors at research intensive institutions, reviewers from these institutions had lower acceptance rates post-COVID onset. Review and revision durations both increased post-COVID onset, and reviewer decline reasons became more specific. In response to these findings, we recommend that the geoscience education community continue to be openly understanding of work-life balance, encourage more Curriculum & Instruction scholarship, and support more contributions from authors and reviewers at non-research intensive institutions.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":"71 1","pages":"129 - 144"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43592141","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

Geoscience undergraduate students’ perceptions of how field work and practical skills influence their conceptual understanding and subject interest 地球科学本科生对实地工作和实践技能如何影响他们的概念理解和学科兴趣的看法

Journal of Geoscience Education Pub Date : 2022-09-01 DOI: 10.1080/10899995.2022.2110630

L. Hoyer, W. Hastie

{"title":"Geoscience undergraduate students’ perceptions of how field work and practical skills influence their conceptual understanding and subject interest","authors":"L. Hoyer, W. Hastie","doi":"10.1080/10899995.2022.2110630","DOIUrl":"https://doi.org/10.1080/10899995.2022.2110630","url":null,"abstract":"Abstract We present a quantitative study of responses to voluntary and anonymous surveys of undergraduate geology students enrolled at an English-medium, research university in South Africa. This research captured student interest in geology, their perceived level of understanding of key geological concepts, and the extent to which in-class and in-field experiences impacts both. The first survey was prior to undergraduate field trips (May 2021) and was followed by the post-field second survey (November 2021). The surveys included Likert-type responses, multiple choice responses, and open-ended qualitative comments from the students. Of the total responses (n = 147), 83% knew “a little” about geology before starting their degree, and most (63%) chose to study geology because of an inherent interest in the earth. Up to 40% of students perceived that practicals helped them to better understand theoretical content, including key geological concepts. Of the five key geological concepts examined, the students felt that plate tectonics, age relationships, and uniformitarianism were “easy” to grasp, but deep time and 3-D perception could only be understood once in their fourth year. Field experiences were perceived to improve students’ conceptual understanding of all five concepts, and this study suggests that field work enhances student interest in geology. However, further interest can be promoted using more in-field exercises and hands-on practicals dealing with real-world geological situations. Overall, the results suggest that in-field and practical abilities in geology remain critical, as they stimulate understanding of key concepts and, if pitched correctly, generate and sustain the interest of geoscience students.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":"71 1","pages":"158 - 176"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46818696","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

Do students develop teamwork skills during geoscience fieldwork? A case study of a hydrogeology field course 学生在地球科学实地考察期间是否培养团队合作技能？水文地质野外课程案例研究

Journal of Geoscience Education Pub Date : 2022-08-31 DOI: 10.1080/10899995.2022.2107368

S. Nyarko, H. Petcovic

{"title":"Do students develop teamwork skills during geoscience fieldwork? A case study of a hydrogeology field course","authors":"S. Nyarko, H. Petcovic","doi":"10.1080/10899995.2022.2107368","DOIUrl":"https://doi.org/10.1080/10899995.2022.2107368","url":null,"abstract":"Abstract Teamwork has been identified as an essential employability skill and learning outcome in the geosciences, especially during fieldwork. Although specific teamwork skills have been identified in prior research, few studies to date have addressed how students develop or use these skills during their educational preparation in science, technology, engineering and mathematics (STEM) disciplines, including the geosciences. In this paper, we use a descriptive, qualitative embedded, single-case study to explore how geoscience students develop teamwork skills during a hydrogeology field course in the absence of any explicit instruction about teamwork, using a theoretical lens of input-process-output taxonomy of teamwork skills. We collected data using the Geoscience Teamwork Observation (GTO) protocol and verified findings against focus group discussions held after each week of team observations. We identified that students do use a wide range of teamwork skills in the absence of instruction on teamwork, and these skills changed across different teams and under different contexts during fieldwork. Student teams most frequently used skills of communication, leadership, peer-mentoring and teaching, and coordination. Skills related to goal identification, information synthesis and organizational management were utilized least often. We recommend instructional strategies that explicitly treat teamwork skills as learning outcomes, prior teaching of teamwork as part of fieldwork, and using observations as a strategy for teaching and assessing teamwork during fieldwork. We also provide a shared approach for evaluating teamwork skills to enhance workforce preparation and draw attention to key issues relating to creating effective teamwork outcomes during fieldwork.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":"71 1","pages":"145 - 157"},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48365535","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: 3

Education about climate change 气候变化教育

Journal of Geoscience Education Pub Date : 2022-08-31 DOI: 10.1080/10899995.2022.2115763

K. Hannula

引用次数: 0

Accounts and recommendations for recruitment of under-represented groups in the geoscience STEM discipline 地球科学STEM学科中代表性不足群体的招聘说明和建议

Journal of Geoscience Education Pub Date : 2022-08-29 DOI: 10.1080/10899995.2022.2106813

Candice Duncan, Ebony Terrell Shockley, A. Asa-Awuku

引用次数: 1

Past as prologue: Lessons from the Lamont-Doherty Earth Observatory Diversity, Equity, and Inclusion Task Force 前奏:拉蒙特-多尔蒂地球观测站多样性、公平性和包容性工作组的经验教训

Journal of Geoscience Education Pub Date : 2022-08-15 DOI: 10.1080/10899995.2022.2106090

Kailani Acosta, B. Keisling, G. Winckler

{"title":"Past as prologue: Lessons from the Lamont-Doherty Earth Observatory Diversity, Equity, and Inclusion Task Force","authors":"Kailani Acosta, B. Keisling, G. Winckler","doi":"10.1080/10899995.2022.2106090","DOIUrl":"https://doi.org/10.1080/10899995.2022.2106090","url":null,"abstract":"Abstract Past and current institutional cultures have contributed to the overrepresentation of white men in geoscience. Acknowledging and learning from this history is critical to building a forward-looking, innovative, and anti-racist geoscience community. To change institutional culture and address inequities and exclusion, the first step for many institutions is to establish a committee or task force focused on diversity, equity, and inclusion. In this manuscript, we reflect on our successes, challenges, and experiences co-chairing the Diversity, Equity, and Inclusion Task Force at Columbia University’s Lamont-Doherty Earth Observatory in 2020. We organized a transparent, community-driven effort that lasted for six months with clear expectations around outcomes. We identified priorities, goals, and recommendations for institutional change, ranging from large-scale structural changes to individual actions. Specifically, we found that (1) considering power dynamics, (2) striking a balance between tone and content, (3) addressing how financial constraints intersect with institutional values, and (4) respecting the power and politics of data were critical to our work. Here we present a roadmap for creating robust and visionary institutional change. In addition, we discuss the obstacles, barriers, and opportunities we encountered through our process, in order to provide strategies that other institutions can use to address their own needs, and to advance justice in geoscience as a whole. Moreover, we discuss how this structure and lessons learned are broadly applicable to academic institutions at various scales and beyond geoscience.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":"71 1","pages":"307 - 319"},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45211447","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

An innovative cycle-based learning approach to teaching with analog sandbox models 一种创新的基于循环的学习方法，用于模拟沙箱模型的教学

Journal of Geoscience Education Pub Date : 2022-07-13 DOI: 10.1080/10899995.2022.2097566

C. J. Rowan, B. Mulvey

{"title":"An innovative cycle-based learning approach to teaching with analog sandbox models","authors":"C. J. Rowan, B. Mulvey","doi":"10.1080/10899995.2022.2097566","DOIUrl":"https://doi.org/10.1080/10899995.2022.2097566","url":null,"abstract":"Abstract Scaled analog modeling (“sandbox modeling”) allows deformational processes, such as the development of a mountain belt, to be observed in real time in a classroom setting. However, the actual learning gains from exposure to sandbox modeling in geology courses in higher education settings have not been explicitly studied. We begin to investigate the possible effects of incorporating a sandbox modeling activity on geologic understanding in an upper-level tectonics class. The designed activity utilized a cycle-based learning approach, where the 11 participating students predicted outcomes of different deformation experiments and then evaluated and revised their predictions in the light of their experimental observations. Scored predictive sketches and a spatial visualization test administered before and after the sandbox activity demonstrate improvements in geological understanding of deformation, the influence of different mechanical properties on deformation style, and penetrative thinking skill. The observed gains were particularly marked for students who had poorly developed penetrative thinking skills prior to the activity. These results indicate that the use of sandbox models in the classroom may have a measurable effect on penetrative thinking skills and geologic understanding, particularly in students with less expertise. However, further study is required to test if these effects can be reproduced, and shown to be statistically significant, in larger groups of students.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":"71 1","pages":"74 - 86"},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42140015","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

Workflow for designing instructional videos to support place-based geoscience education for geoscience majors 设计教学视频以支持地学专业基于地点的地学教育的工作流程

Journal of Geoscience Education Pub Date : 2022-07-12 DOI: 10.1080/10899995.2022.2093543

Ning Wang, Robert J. Stern, L. Waite

{"title":"Workflow for designing instructional videos to support place-based geoscience education for geoscience majors","authors":"Ning Wang, Robert J. Stern, L. Waite","doi":"10.1080/10899995.2022.2093543","DOIUrl":"https://doi.org/10.1080/10899995.2022.2093543","url":null,"abstract":"Abstract Geographic context is important for Earth Science education but different places have different geological complexities and effectively establishing geoscientific context can be difficult. Well-designed videos can help geoscience educators introduce geologically significant places to undergraduate geoscience students. However, there is no established framework to guide geoscientists who want to create instructional videos for place-based geoscience education. In this commentary, we share a framework including writing a narrative and generating visual materials as well as considering key psychological principles and universal design elements to improve geoscience video effectiveness. The design framework was created based on the place-based education framework, salient elements of cognitive theory of multimedia learning, and the framework of motivational design. More design recommendations were given by summarizing our experience of making and assessing a 6-minute geosicence video about the Permian Basin of W. Texas and SE New Mexico and other best practice of making the same type of videos in peer reviewed articles. We find that well-designed geoscience videos can improve geoscience majors’ knowledge about local geology and understanding of connections between place and people. The generalized video-making workflow and design recommendations can help geoscientists make their own geoscientific videos for undergraduates.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":"71 1","pages":"107 - 125"},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49542700","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

Aligning multiple choice assessments with active learning instruction: More accurate and equitable ways to measure student learning 将多项选择评估与积极的学习指导相结合：衡量学生学习的更准确、更公平的方法

Journal of Geoscience Education Pub Date : 2022-06-17 DOI: 10.1080/10899995.2022.2081462

R. Teasdale, H. Aird

引用次数: 2