cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.22894714.v1
title: Development of a virtual microscope with integrated feedback for blended geology labs

description: 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 (<i>n</i> = 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.
DOI: 10.6084/m9.figshare.24318718
title: Environmental education in distance learning: using Virtual Worlds to link geosciences and sustainability

description: A 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.
DOI: 10.6084/m9.figshare.24318718.v1
title: Environmental education in distance learning: using Virtual Worlds to link geosciences and sustainability

description: A 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.
DOI: 10.6084/m9.figshare.22438782
title: Building science knowledge, identity, and interest using place-based learning with non-dominant urban undergraduate and high school students

description: 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; <i>p</i>= &lt;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.
DOI: 10.6084/m9.figshare.25988008
title: Patterns in student self-reported situational interest in online introductory geoscience labs during COVID

description: Triggered situational interest in introductory courses can encourage student engagement, motivation, and value for the geosciences. In-person labs have traditionally played a unique role in triggering situational interest compared to lectures, but the COVID transition online disrupted these dynamics. We examine students’ self-reported situational interest from 6,463 responses to weekly surveys in online introductory geoscience lab courses at five U.S. institutions during fall 2020 and spring 2021. Approximately half of students reported that labs were equally (49.4%) or more interesting (4.3%) online, compared to a hypothetical in-person option. Analysis showed a statistically-significant interaction between student situational interest and the combined effect of 1) the course the students were enrolled in and 2) the topic of the lab session (F (20, 6395) = 4.038, <i>p</i> &lt; 0.001). However, topic and course together explain only about 4% of the variance in the dataset, indicating that other factors have a large role in triggering interest. Students who indicated that labs were less interesting online (46.3%) most often cited not being able to physically interact with instructional materials (56.3%) and difficulty interacting with peers (30.6%). When asked what revisions would increase their situational interest, additional hands-on interaction (22.8%) and increased relevance to their life or future career (20.2%) were the answer choices students selected most frequently. These findings identify modifications and enhancements grounded in students’ self-reported interest that can inform the design of online introductory geology labs.
DOI: 10.6084/m9.figshare.25988008.v1
title: Patterns in student self-reported situational interest in online introductory geoscience labs during COVID

description: Triggered situational interest in introductory courses can encourage student engagement, motivation, and value for the geosciences. In-person labs have traditionally played a unique role in triggering situational interest compared to lectures, but the COVID transition online disrupted these dynamics. We examine students’ self-reported situational interest from 6,463 responses to weekly surveys in online introductory geoscience lab courses at five U.S. institutions during fall 2020 and spring 2021. Approximately half of students reported that labs were equally (49.4%) or more interesting (4.3%) online, compared to a hypothetical in-person option. Analysis showed a statistically-significant interaction between student situational interest and the combined effect of 1) the course the students were enrolled in and 2) the topic of the lab session (F (20, 6395) = 4.038, <i>p</i> &lt; 0.001). However, topic and course together explain only about 4% of the variance in the dataset, indicating that other factors have a large role in triggering interest. Students who indicated that labs were less interesting online (46.3%) most often cited not being able to physically interact with instructional materials (56.3%) and difficulty interacting with peers (30.6%). When asked what revisions would increase their situational interest, additional hands-on interaction (22.8%) and increased relevance to their life or future career (20.2%) were the answer choices students selected most frequently. These findings identify modifications and enhancements grounded in students’ self-reported interest that can inform the design of online introductory geology labs.
DOI: 10.6084/m9.figshare.22438782.v1
title: Building science knowledge, identity, and interest using place-based learning with non-dominant urban undergraduate and high school students

description: 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; <i>p</i>= &lt;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.
DOI: 10.6084/m9.figshare.24231068
title: Combining flipped class sessions with traditional lectures in a non-computational upper level economic geology class

description: Flipped 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.
DOI: 10.6084/m9.figshare.23862583
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

description: In the Australian state of Victoria, the city of Melbourne endured the world’s longest number of lockdown days, with severe government health orders and travel restrictions in place for extended periods of 2020 and 2021. In common with others, we found the provision of field teaching in introductory geology, structural geology, and volcanology, and the online replacement of practical instruction in petrology and petrography to be the greatest pedagogical challenges. We developed and used a range of different virtual field excursions that, given time and travel constraints imposed on us, were necessarily “low-tech” and non-immersive. Despite this, our students largely engaged enthusiastically with the virtual excursions, met many preexisting learning goals, and gained additional skills, particularly in regional-scale geological synthesis. In teaching petrology and petrography online, curated resources improved student understanding of some fundamental concepts, and it was advantageous that students were all assessed using identical imagery, rather than one sample from a non-identical class-set. On the other hand, we found we were less able to train students in the advanced skills of thin section interpretation. Assessment changes associated with online teaching have resulted in a permanent shift from low-level recall-style assessments to instead emphasizing higher-level synthesis and “geological thinking” skills. Our efforts throughout the pandemic demonstrated the value of instructor-student engagement and yielded teaching resources that have subsequently enhanced our face-to-face teaching and increased flexibility for students. Moreover, the COVID-19 pandemic has highlighted the importance of collaborative teaching practice and we have increasingly seen the benefits of local and national-scale teaching networks for peer support and for resource sharing.
DOI: 10.6084/m9.figshare.23862583.v1
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

description: In the Australian state of Victoria, the city of Melbourne endured the world’s longest number of lockdown days, with severe government health orders and travel restrictions in place for extended periods of 2020 and 2021. In common with others, we found the provision of field teaching in introductory geology, structural geology, and volcanology, and the online replacement of practical instruction in petrology and petrography to be the greatest pedagogical challenges. We developed and used a range of different virtual field excursions that, given time and travel constraints imposed on us, were necessarily “low-tech” and non-immersive. Despite this, our students largely engaged enthusiastically with the virtual excursions, met many preexisting learning goals, and gained additional skills, particularly in regional-scale geological synthesis. In teaching petrology and petrography online, curated resources improved student understanding of some fundamental concepts, and it was advantageous that students were all assessed using identical imagery, rather than one sample from a non-identical class-set. On the other hand, we found we were less able to train students in the advanced skills of thin section interpretation. Assessment changes associated with online teaching have resulted in a permanent shift from low-level recall-style assessments to instead emphasizing higher-level synthesis and “geological thinking” skills. Our efforts throughout the pandemic demonstrated the value of instructor-student engagement and yielded teaching resources that have subsequently enhanced our face-to-face teaching and increased flexibility for students. Moreover, the COVID-19 pandemic has highlighted the importance of collaborative teaching practice and we have increasingly seen the benefits of local and national-scale teaching networks for peer support and for resource sharing.
DOI: 10.6084/m9.figshare.24231068.v1
title: Combining flipped class sessions with traditional lectures in a non-computational upper level economic geology class

description: Flipped 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.
DOI: 10.5281/zenodo.10587060
title: Linked collectors and determiners for: Review of West-Palaearctic Hebridae with description of a new species and redescription of Hebrus fulvinervis (Hemiptera: Heteroptera).

description: Natural history specimen data linked to collectors and determiners held within, "Review of West-Palaearctic Hebridae with description of a new species and redescription of Hebrus fulvinervis (Hemiptera: Heteroptera)". Claims or attributions were made on Bionomia by volunteer Scribes, https://bionomia.net/dataset/9640ef3e-e587-4bd9-8e59-9f19075f4ac4 using specimen data from the dataset aggregated by the Global Biodiversity Information Facility, https://gbif.org/dataset/9640ef3e-e587-4bd9-8e59-9f19075f4ac4. Formatted as a Frictionless Data package.
DOI: 10.5281/zenodo.11051475
title: Linked collectors and determiners for: Review of West-Palaearctic Hebridae with description of a new species and redescription of Hebrus fulvinervis (Hemiptera: Heteroptera).

description: Natural history specimen data linked to collectors and determiners held within, "Review of West-Palaearctic Hebridae with description of a new species and redescription of Hebrus fulvinervis (Hemiptera: Heteroptera)". Claims or attributions were made on Bionomia by volunteer Scribes, https://bionomia.net/dataset/9640ef3e-e587-4bd9-8e59-9f19075f4ac4 using specimen data from the dataset aggregated by the Global Biodiversity Information Facility, https://gbif.org/dataset/9640ef3e-e587-4bd9-8e59-9f19075f4ac4. Formatted as a Frictionless Data package.
DOI: 10.5281/zenodo.12613765
title: Linked collectors and determiners for: Review of West-Palaearctic Hebridae with description of a new species and redescription of Hebrus fulvinervis (Hemiptera: Heteroptera).

description: Natural history specimen data linked to collectors and determiners held within, "Review of West-Palaearctic Hebridae with description of a new species and redescription of Hebrus fulvinervis (Hemiptera: Heteroptera)". Claims or attributions were made on Bionomia by volunteer Scribes, https://bionomia.net/dataset/9640ef3e-e587-4bd9-8e59-9f19075f4ac4 using specimen data from the dataset aggregated by the Global Biodiversity Information Facility, https://gbif.org/dataset/9640ef3e-e587-4bd9-8e59-9f19075f4ac4. Formatted as a Frictionless Data package.
DOI: 10.15468/dl.mz3vwj
title: Occurrence Download

description: A dataset containing 468 species occurrences available in GBIF matching the query:
{
 "and" : [
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "OccurrenceStatus is Present",
 "TaxonKey is Serpula narconensis Baird, 1864"
 ]
}

 The dataset includes 468 records from 18 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0030614-241007104925546/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.5281/zenodo.10706992
title: Linked collectors and determiners for: Review of West-Palaearctic Hebridae with description of a new species and redescription of Hebrus fulvinervis (Hemiptera: Heteroptera).

description: Natural history specimen data linked to collectors and determiners held within, "Review of West-Palaearctic Hebridae with description of a new species and redescription of Hebrus fulvinervis (Hemiptera: Heteroptera)". Claims or attributions were made on Bionomia by volunteer Scribes, https://bionomia.net/dataset/9640ef3e-e587-4bd9-8e59-9f19075f4ac4 using specimen data from the dataset aggregated by the Global Biodiversity Information Facility, https://gbif.org/dataset/9640ef3e-e587-4bd9-8e59-9f19075f4ac4. Formatted as a Frictionless Data package.