ethanporcaro/eric-fulltext-meta huggingface dataset:
An Online Social Networking Approach to Reinforce Learning of Rocks and Minerals
Author: Kennelly, Patrick
Date: 2009-01-00
Type: Journal Articles
Subjects: Earth Science,Online Courses,Social Media,Mineralogy,Geology,Teaching Methods,Educational Technology,Technology Uses in Education,Web Sites,Questionnaires,Student Attitudes,Integrated Learning Systems,College Science

Numerous and varied methods are used in introductory Earth science and geology classes to help students learn about rocks and minerals, such as classroom lectures, laboratory specimen identification, and field trips. This paper reports on a method using online social networking. The choice of this forum was based on two criteria. First, many traditional students are likely comfortable with such an interface and its associated learning style. Second, social networking sites have functionality, such as the ability for users to link and group themselves, which is not available in other common web-facilitated learning environments such as course management systems. Each student was assigned the role of a unique mineral and rock. They were required to create a separate web page for each, with a photograph and description, on MySpace.com, a popular social networking web site. They were also required to join groups based on the classification of the rock or mineral. Finally, they were required to link to the minerals that constitute each rock by becoming &quot;friends.&quot; A post-exercise questionnaire showed all students found this a useful and enjoyable exercise, and most believed it helped them to learn and remember information about rocks and minerals.
Characterizing and Improving Spatial Visualization Skills
Author: Titus, Sarah
Date: 2009-09-00
Type: Journal Articles
Subjects: Geology,Spatial Ability,Visualization,Pretests Posttests,Student Surveys,College Students,Correlation,Scores,Grades (Scholastic),Gender Differences,Qualitative Research,Statistical Analysis

Three-dimensional spatial visualization is an essential skill for geoscientists. We conducted two evaluations of students' spatial skills to examine whether their skills improve after enrollment in a geology course or courses. First, we present results of pre- and post-course survey of abstract visualization skills used to characterize the range of spatial abilities in the student population at Carleton College. In Introductory Geology, there was a correlation between those who score very poorly on the spatial survey and those who receive a grade of C or lower. Students in higher-level courses had better developed visualization skills than those in Introductory Geology. Gender differences disappeared in upper-level courses except for the spatial relations (mental rotation) task, where male students consistently outperformed females. Second, we describe the efficacy of instructional materials designed for a Structural Geology course at the University of Wisconsin. This study included a qualitative controlled experiment investigating whether frequent use of stereographic projections affected student performance on exam questions requiring spatial skills. The results of both the survey-based quantitative study and materials-based qualitative study suggest that students' spatial abilities can improve through practice provided in geology courses.
Integrative Mapping of Global-Scale Processes and Patterns on &quot;Imaginary Earth&quot; Continental Geometries: A Teaching Tool in an Earth History Course
Author: Sunderlin, David
Date: 2009-01-00
Type: Journal Articles
Subjects: Earth Science,History Instruction,Undergraduate Study,Assignments,Climate,Maps,Thinking Skills,Creativity,Group Activities,Cooperative Learning,Communication Skills,College Science,Weather,Oceanography

The complexity and interrelatedness of aspects of the geosciences is an important concept to convey in an undergraduate geoscience curriculum. A synthesis capstone project has served to integrate pattern-based learning of an introductory Earth History course into an active and process-based exercise in hypothesis production. In this exercise, students are given (1) an imaginary global continental configuration and (2) a general categorization of the global climate. Students then work through cause/ effect relationships in Earth processes and hypothesize global biotic and abiotic patterns to be mapped upon the imaginary continental framework. Presentation and discussion of each student's imaginary earth and his/her interpretation of the various mappable parameters engages students in each other's reasoning and creative thought processes while promoting group learning and increasing science communication skills. Examination of the evidence and procedures used in the retrodiction of &quot;actual&quot; global paleogeographic scenarios is then placed in the context of this project. In practice, students have responded enthusiastically to the opportunity to develop geographic interpretations of an imaginary paleogeographic framework using their understanding of modern Earth systems. Upon exit evaluation, greater than 85% of the students taking part in the exercise felt more confident in their ability to hypothesize patterns from process.
Geologic Problem Solving in the Field: Analysis of Field Navigation and Mapping by Advanced Undergraduates
Author: Riggs, Eric M.
Date: 2009-01-00
Type: Journal Articles
Subjects: Geology,Problem Solving,Undergraduate Students,College Science,Maps,Hands on Science,Field Experience Programs,Earth Science,Geographic Information Systems,Coding,Correlation,Outdoor Education,Decision Making,Knowledge Level,Science Process Skills,Navigation,Scores

Field instruction is a critical piece of undergraduate geoscience majors' education, and fieldwork remains a major part of the work of professional geologists. Despite the central importance of field education, there exists relatively little educational research exploring how students learn to solve problems in geological fieldwork. This study adds tools and insight to the study of field problem solving. We used GPS tracking of students engaged in independent field examinations, and developed two parallel coding approaches for analyzing student navigational choices. Taken together, our coding enables correlation of navigational characteristics with performance and lends insight into problem solving by building on a conceptual framework modified from the cognitive science field of Naturalistic Decision Making. Our results indicate that most advanced geology undergraduates are capable of recognizing important features in the field, however lower-performing students fail to systematically test multiple interpretations of their data as reflected in poorly planned traverses across the examination field area. Specific track sequences, especially those involving reoccupation of locations, show particular difficulties in aspects of problem solving that are reflected in low quality interpretations on finished maps. Our study offers new tools and an independent approach to gauging student skills in geologic field problem solving.
Introducing Field-Based Geologic Research Using Soil Geomorphology
Author: Eppes, Martha Cary
Date: 2009-01-00
Type: Journal Articles
Subjects: Geology,Earth Science,Scientific Concepts,Scientific Research,Student Projects,Science Process Skills,Research Skills,Hypothesis Testing,Maps,Public Speaking,Field Experience Programs,College Students,College Science

A field-based study of soils and the factors that influence their development is a strong, broad introduction to geologic concepts and research. A course blueprint is detailed where students design and complete a semester-long field-based soil geomorphology project. Students are first taught basic soil concepts and to describe soil, sediment and rock properties using standard description procedures. Then, with minimal geological or field experience, they are led to design and execute a project that examines how soil properties differ as a function of processes, parent material and time. By designing and executing the semester-long project, students gain familiarity with the entire geologic research process including basic field observation, hypothesis development and testing, interpretation and presentation skills. During the course, students learn 1) the basic knowledge necessary to describe geologic materials (soil, rock, sediment) in the field, 2) to make observations and interpret them in the context of geologic hypotheses which they have developed, 3) to develop, and execute a field-based research project, 4) to integrate and draw conclusions about complicated semi-quantitative data sets, 5) to map and survey in the field and 6) to present their research in a public forum. By the end of the semester students are able to make and test hypotheses relating soil properties to the depositional environment, age and/or type of geologic deposits in which they form. The knowledge, skills and research experience gained in this simple, semester-long project serve students well in upper-level courses and beyond. An example project is presented from a 2nd order stream and its adjacent tributary alluvial fans in the Piedmont of North Carolina.
Design and Assessment of an Introductory Geomicrobiology Course for Non-Geology Majors
Author: Hernández-Machado, B.
Date: 2009-01-00
Type: Journal Articles
Subjects: Instructional Design,Geology,Microbiology,Nonmajors,Undergraduate Students,Ecology,Scientific Concepts,Active Learning,Public Speaking,Research Papers (Students),Science Activities,Discussion (Teaching Technique),Student Evaluation,Formative Evaluation,Summative Evaluation,Instructional Effectiveness,Outcomes of Education,Group Activities,Science Tests,Questionnaires

Recent discoveries about the role of microorganisms in the establishment of the geological conditions in the planet have lead to the development of courses in Geomicrobiology. Unfortunately, most courses are designed for students with a strong Geology background, which is a limitation for universities that lack such courses. To overcome this limitation at our university, we have designed a special topics course entitled Introductory Geomicrobiology that was offered for the first time to undergraduate students from the Biology, Marine Biology and Microbiology Programs. To attract non-geology majors the course included topics such as description of Early Earth ecosystems, search for geo-biological signatures and current approaches in the search for extra-terrestrial life forms. An active learning environment was fostered throughout the course through different activities including oral reports of research papers in the subject, followed by Gallery Runs and class discussions. Our assessment strategies, both formative and summative, revealed that such presentations were an effective way to introduce students to eight main concepts of Geomicrobiology. Student performance was stronger in group discussions than individually, with Gallery Runs as the preferred class discussion technique. Overall, our assessment system proved that the design of the course was effective in teaching Geomicrobiology to nongeology majors.
Introducing Teachers to Geospatial Technology While Helping Them to Discover Vegetation Patterns in Owens Valley, California
Author: Sherman-Morris, Kathleen
Date: 2009-01-00
Type: Journal Articles
Subjects: Geology,Geographic Information Systems,Plants (Botany),Questionnaires,Computer Software,National Standards,Science Teachers,Course Descriptions,Masters Programs,Graduate Students,Earth Science,Teacher Education,Elementary Secondary Education,Teaching Methods

A field course attended by science teachers in California's Owens Valley incorporated geospatial technology to reinforce the relationship between elevation, aspect, or the direction a mountain slope faces, and vegetation. Teachers were provided GPS units to record locations and plant communities throughout the 9-day field course. At the end of the field course, they completed an exercise utilizing ArcGIS and/or Google Earth. A similar essay question about vegetation and elevation was answered at the beginning of the course and after the GIS/Google Earth exercise. Scores on this pre- and postactivity question as well as responses to a survey questionnaire indicate that GIS and Google Earth both helped the teachers understand how elevation influences vegetation. The role of aspect was not as well demonstrated in the post-test responses as that of elevation. Teachers reported being more likely to use Google Earth in their classrooms than GIS (75% to 58.3%). Combined with GPS, Google Earth provides a free, easy and flexible way to teach a number of earth science concepts and meet several National Geography Standards.
Using National Parks to Transform Physical Geology into an Inquiry Experience
Author: Newbill, Phyllis Leary
Date: 2009-01-00
Type: Journal Articles
Subjects: Parks,Geology,Science Instruction,Teaching Methods,Inquiry,Guides,Plate Tectonics,Water,Earth Science,Educational Technology,Scientific Concepts,Writing (Composition),Writing Processes,Student Attitudes,College Students,Grading

For an inquiry-based alternative to lectures and recall tests, I encouraged learners to become &quot;geotourists&quot;; that is, learners researched and developed a geologic guidebook to a United States National Park of their choice. Over the course of a semester, students wrote chapters on plate tectonics, the rock cycle, geologic history, groundwater and hydrology, geomorphology, and topographic maps. By applying the physical geology concepts to a particular location, learners found the material to be relevant and engaging. Keys to success included developing detailed rubrics, reading multiple drafts, and using appropriate instructional technologies. Students who participated in the class reported that the project involved considerable work, but was more interesting and relevant than lecture exams.
Commentary: The Course, Curriculum, and Laboratory Improvement (CCLI) Program: What&apos;s New about the Current Solicitation and Suggestions for the Geosciences&apos; Community
Author: Singer, Jill
Date: 2009-03-00
Type: Journal Articles
Subjects: Earth Science,College Science,Undergraduate Study,STEM Education,Student Projects,Grantsmanship,Grants,Program Proposals

The Course, Curriculum, and Laboratory Improvement (CCLI) program recently released the program guidelines (NSF 09-529) for the next round of the program. There are several changes to the CCLI program and a new program opportunity that invites proposals for projects that would provide leadership and contribute to transforming undergraduate STEM education. This article provides some basic background about the program, points out changes in the new solicitation, and encourages geoscience faculty to submit proposals to this program.
Using Problem-Based Learning to Bring the Workplace into the Classroom
Author: Dadd, Kelsie A.
Date: 2009-01-00
Type: Journal Articles
Subjects: Problem Based Learning,Geology,College Science,Undergraduate Students,Relevance (Education),Vignettes,Teaching Methods,Cooperative Learning,Industry,Foreign Countries,Interviews,Lecture Method,Workshops,Public Speaking,Evaluation Methods,Job Skills,Program Evaluation,Student Attitudes,Barriers

A modified form of problem-based learning (PBL) with problems based on real workplace scenarios was trialled in a third year university class on Environmental Geology. Problems were developed in consultation with industry and based on their recent projects. These were then modified to allow for the shorter timeframe available, the less developed technical skills of the students, and their inability to collect data on working sites. Students worked in small &quot;company&quot; groups. Each problem required the students to produce a tender or request for proposal (RFP) document and a report based on the industry-standard guidelines. Problem topics included a preliminary investigation of a contaminated site, a geotechnical investigation of a landslide-prone area, and preparation of geological data for an environmental impact assessment of a proposed mine site. The unit was designed using PBL as this teaching format leads to increased student engagement with the subject matter and development of a range of graduate attributes. Our modified form of PBL provides a lecture series that gives background to the problems and in this instance, almost all lectures were given by industry representatives. Students enjoyed the overall format and the use of real workplace examples. Group work generally rated more poorly in the unit evaluation than expected. Working with industry brought new challenges largely due to the mobility and time commitments of industry representatives in a field-based and global industry.
An Integrated Earth Science, Astronomy, and Physics Course for Elementary Education Majors
Author: Plotnick, Roy E.
Date: 2009-03-00
Type: Journal Articles
Subjects: Elementary Education,Majors (Students),Earth Science,Astronomy,Physics,Science Instruction,Elementary School Science,Scientific Concepts,Science Process Skills,Scientific Principles,Science Laboratories,Preservice Teacher Education,Interdisciplinary Approach,Biology,Student Evaluation,Student Attitudes

Physical World is a one-semester course designed for elementary education majors, that integrates earth science, astronomy, and physics. The course is part of a four-course set that explores science concepts, processes, and skills, along with the nature of scientific practice, that are included in state and national standards for elementary school science. Geoscience concepts, such as water and seismic waves, are used to illustrate general principles of physics, such as wave transmission, refraction, reflection, and interference. Laboratories are drawn from both introductory physics and earth science courses and have been redesigned to have a strong inquiry component. Pre-assessments were used to evaluate students' prior knowledge of key ideas. The use of pyramid tests measurably enhanced student performance. A major theme of the course is how science is represented (and misrepresented) in the media. Pedagogical challenges encountered in the course are due to various factors, two main ones being lack of previous experience with the natural world among a largely urban student body and the diversity of material that the course covers.
Engaging Students in Atmospheric Science: A University-High School Collaboration in British Columbia, Canada
Author: Sinclair, K. E.
Date: 2009-03-00
Type: Journal Articles
Subjects: High School Students,Science Instruction,Climate,Change,Water,Natural Resources,Earth Science,Science Projects,Foreign Countries,Scientific Research,Measurement,Equipment,College School Cooperation

Five high schools in British Columbia, Canada, participated in an atmospheric sciences project during the winter of 2006-07 established by researchers at the University of Calgary. Precipitation gauges and temperature and relative humidity probes were installed at each school and students were asked to collect a water sample each day that precipitation accumulated. These samples were used to trace the evolution of stable water isotopes across southwestern Canada. Researchers visited schools to talk about water resources and climate change, and data were collated and given to teachers to use in an atmospheric science project. The participatory nature of this project gave students exposure to data collection and basic analytical techniques used in atmospheric sciences. This was a first attempt at collaboration between our research group and secondary schools, and we point out a number of issues that arose in our study with respect to a successful two-way engagement between researchers and students. These include school engagement, the geographic distribution of the participating schools, the time span of the project, and the time available to schools. There are also a number of data quality considerations, but we were successful overall in acquiring a unique, high-quality dataset that satisfies our research objectives.
Ivestigating Earth Science in Urban Schoolyards
Author: Endreny, Anna
Date: 2009-05-00
Type: Journal Articles
Subjects: Urban Schools,Elementary Schools,College School Cooperation,Teacher Competencies,Earth Science,Science Instruction,Elementary School Science,College Faculty,Faculty Development,Summer Programs,Program Effectiveness,Outdoor Education,Teaching Methods,Partnerships in Education,Natural Resources

The Urban Schoolyards project is a two year partnership with a university Earth Science Department and the surrounding urban elementary schools. The goal of the project was to develop the capacity of elementary teachers to teach earth science lessons using their schoolyards and local parks as field sites. The university personnel developed lessons and resources which were taught to the teachers during a summer institute. The teachers then implemented these lessons with their elementary classes during the following school year. It was found that 70% of the teachers who participated in the summer institutes used their schoolyards and local parks for science lessons during the following school year.
The Paradox of Middle and High School Students&apos; Attitudes towards Science versus Their Attitudes about Science as a Career
Author: Kitts, K.
Date: 2009-03-00
Type: Journal Articles
Subjects: Middle School Students,High School Students,Scientists,Science Instruction,Student Attitudes,Preservice Teachers,Science Teachers,Student Participation,Likert Scales,Student Surveys,Gender Differences,Sex Stereotypes,Career Choice,Earth Science,Teacher Education,School Districts,Student Interests,Science Careers

From 2005-2007, 86 pre-service science teachers surveyed 2,535 middle and high school students in 27 rural, suburban and urban school districts in Northern Illinois on their attitudes about science. The survey consisted of ten questions on a ten-point Likert scale covering interest in science, attitudes about scientists and student confidence in, and desire to do science. These students no longer hold most stereotypes cited in the literature. For example, all students feel that girls are capable of science, that science is interesting and that their parents would be proud of them if they were to become scientists. However, very few students felt they might want to become scientists. Previous attempts to increase the numbers of students participating in science by targeting these stereotypes have been effective in changing student attitudes about science but have failed to increase the desire among students to become scientists. These students feel they &quot;can&quot; do science; they simply do not &quot;want&quot; to do science. This paradox is a different kind of problem than has been previously identified in the geoscience community and will require a retooling of approaches and programs wishing to increase student participation.