Abstract
AbstractI was privileged to contribute to the creation of a new field, Geoscience Education Research. This liminal field, with roots in both education research and geosciences, is deepening how people think and learn about the Earth. In this article, I recount some of my twists and turns along way, and ponder whether such a zig‐zagging pathway was essential or a distraction. And if essential, what made it possible? Twenty‐first century geosciences aporous boundaries, with insights flowing in and out from health sciences, social sciences, humanities, business, and other physical sciences. Such boundary regions are fertile ground for both basic and use‐inspired research. If you feel drawn to a boundary region, perhaps my story can provide encouragement or advice.
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