Earth Science Education Research Articles

Merging earth science into an environmental education course for K-12 teachers: Is it successful?

To raise Earth Science (ES) interest in pre- and in-service K-12 teachers, we incorporated ES into an environmental education (EE) course for this audience. The approach recognizes the growing interest in EE, and the focus on inquiry and student-centered learning in British Columbia schools. This case study examines the impact of this innovation on participant attitudes to and interest in ES, and their confidence to teach ES in their own (future and present) K-12 classrooms. Earth science was incorporated into three of six modules of EDU452 Environmental Education at Simon Fraser University. We ran two pilots with 52 participants in summer 2018 and 2019. Research methods included field observations, student interviews, final portfolios, and a pre- and post-course survey. We found that incorporating ES, while increasing student interest in ES and raising awareness of relevance of ES to our lives, did not result in a similar high confidence level to teach ES. Students acknowledged that further ES instruction would be needed. Students recommended that ES be incorporated into all the course modules in the future. Constructivist and place-based learning were widely accepted by participants for offering personal ownership of learning, engaging experiences, and learning relevant to local settings and issues. Inquiry learning was reported to promote student interest in and enjoyment of ES. Careful design of leading questions and guidance during the inquiry process to accommodate individual’s prior exposure to ES and conceptual difficulty of ES topics are recommended. Supplemental data for this article is available online at https://doi.org/10.1080/10899995.2021.2009624

Earth Science Education #6. Lessons Learned: Organizing a Geoscience Outreach Program at the University of Saskatchewan

Geology Outreach at the University of Saskatchewan was initiated during the 2018/19 academic year as a free and informal education opportunity for K–12 educators and their students in Saskatchewan. The program was 100% volunteer-run by undergraduate and graduate students in the Department of Geological Sciences at the University of Saskatchewan. We estimate reaching more than 1000 students in Saskatoon and surrounding areas following two years of outreach offerings. Hands-on activities offered included ‘Rocks and Minerals’, ‘Fossils’, ‘Meteorite Impacts’ and ‘Volcanoes’ and also involved a tour of the Museum of Natural Sciences when completed on campus. The overall intent of these activities was to foster excitement about the Earth Sciences. Typically, Educators who booked our program taught grades 4–7, where the Earth Sciences are strongly represented in Saskatchewan’s science curriculum. Most outreach offerings occurred on the University of Saskatchewan campus, but some were offered remotely at elementary schools and various Girl Guides of Canada events. During the 2019/20 academic year, we booked every outreach event planned for that year within two days and had a waiting list of more than 30 teachers across the province. The demand for geoscience outreach in Saskatchewan is high, and we hope to continue providing engaging, relevant, and fun educational outreach opportunities. University departments across Canada should allocate funds for community and school outreach initiatives and hire science communicators to oversee programs such as this.

Establishing A Consensus Of Geology Concepts Using U.S. National Science Education Reform Documents

An important practice of science teachers and science teacher educators is identifying standards and learning objectives before developing curriculum, instructional materials, and assessments. In the Earth sciences, determining a consensus of learning targets from the multiple national reform documents to provide direction to Earth science educators at the K-12 and post-secondary level has proven to be ambiguous. In this study, the purpose was to identify the core ideas that are taught in an introductory geology course and that students would know. Using a simple random sampling scheme, 134 geology educators, which we refer to as content experts, working at the collegiate level across the United States were surveyed to review and provide feedback on the following current national standards reform documents: 1) Next Generation Science Standards; 2) Earth Science Literacy Principles; 3) National Science Education Standards; and 4) Benchmarks for Scientific Literacy. With a 29.9% response rate, 11 core ideas of geology were identified by the geology educators. Additionally, national reform documents and the top reviewed state science standards were used to verify the 11 core ideas. The final product is a consensus document that provides the 11 core ideas proposed by a consensus of four national reform standards documents, content experts (geologists and geology educators), and the top state science standards.

Visitation Rate Analysis of Geoheritage Features from Earth Science Education Perspective Using Automated Landform Classification and Crowdsourcing: A Geoeducation Capacity Map of the Auckland Volcanic Field, New Zealand

The increase in geoheritage studies has secured recognition globally regarding the importance of abiotic natural features. Prominent in geoheritage screening practices follows a multicriteria assessment framework; however, the complexity of interest in values often causes decision making to overlook geoeducation, one of the primary facets of geosystem services. Auckland volcanic field in New Zealand stretches through the whole area of metropolitan Auckland, which helps preserve volcanic cones and their cultural heritage around its central business district (CBD). They are important sites for developing tourist activities. Geoeducation is becoming a significant factor for tourists and others visiting geomorphological features, but it cannot be achieved without sound planning. This paper investigates the use of big data (FlickR), Geopreservation Inventory, and Geographic Information System for identifying geoeducation capacity of tourist attractions. Through landform classification using the Topographic Position Index and integrated with geological and the inventory data, the underpromoted important geoeducation sites can be mapped and added to the spatial database Auckland Council uses for urban planning. The use of the Geoeducation Capacity Map can help resolve conflicts between the multiple objectives that a bicultural, metropolitan city council need to tackle in the planning of upgrading open spaces while battling of growing demand for land.

Teaching Earth science – past experience and the way forward

Teaching Earth science – past experience and the way forward

Civilization-Saving Science for the Twenty-First Century

Geoscientists have generally been at the leading edge of predicting the challenges society faces from hazards both natural and anthropomorphic. As geoscientists, we have been less successful in devising the solutions to those problems to ensure a habitable planet for ourselves and future generations because often the solutions lie in creating novel partnerships with other researchers, including engineers, biologists, and social scientists. These sorts of transdisciplinary partnerships have been leading to radical advances in human health, under the banner of convergence science. Application of these principles of convergence science offers significant promise for addressing challenges such as climate change mitigation and adaptation, environmental health, protecting ecosystem services, and advancing sustainability science. To apply this approach rigorously, however, will involve a culture change in the geosciences in terms of how students are educated, how researchers are rewarded, and how projects are funded. ▪ Geoscientists need to work collaboratively with life, physical, and social scientists, as well as engineers, to solve the problems of our time. ▪ Universities need to address financial, procedural, educational, and cultural impediments to the conduct of convergence research. ▪ Adopting a solutions orientation to major environmental issues could help attract a more diverse geoscience workforce. ▪ Climate change mitigation would benefit from partnerships between geoscientists and social scientists to make the right behavior easy. ▪ The current course of Earth science education, research, and partnerships is inadequate to address sustainability. ▪ Ensuring environmental health requires collaboration between experts in health, environment, infrastructure, and economics.

Science Leaderboard In Teaching Earth Science For Grade 7 Students of Bahile National High School For School Year 2018 – 2019

One of the teaching-learning strategies is cooperative learning. During the 4th quarter of the School Year 2018-2019, this study investigated the impact of using Science Leaderboard, a cooperative learning technique, in teaching Earth Science on the academic performance of Grade 7 students at Bahile National High School. This study was conducted using an experimental method, specifically a pretest and posttest control group design. In this study, a total of 100 students were respondents divided into two groups. Fifty students were taught using Science Leaderboard (experimental), and fifty students were taught without it (control). The mean, standard deviation, and T-test were used to analyze the results using the software SPSS 14.0. The mean and standard deviations were used to determine the students' pretest and posttest results when Science Leaderboard was used and when Science Leaderboard was not used. The difference between the pretest and posttest performances of the two sections was determined using a paired T-test for correlated means. The difference between the two sections' posttest performances was determined using an independent T-test for correlated means. The results showed that the posttest results of the two groups were significantly different. Teachers in any subject area should consider using Leaderboard as a cooperative learning technique in the classroom because it has been shown to improve student success and motivation for lessons.

Virtual Geosite Communication through a WebGIS Platform: A Case Study from Santorini Island (Greece)

We document and show a state-of-the-art methodology that could allow geoheritage sites (geosites) to become accessible to scientific and non-scientific audiences through immersive and non-immersive virtual reality applications. This is achieved through a dedicated WebGIS platform, particularly handy in communicating geoscience during the COVID-19 era. For this application, we selected nine volcanic outcrops in Santorini, Greece. The latter are mainly associated with several geological processes (e.g., dyking, explosive, and effusive eruptions). In particular, they have been associated with the famous Late Bronze Age (LBA) eruption, which made them ideal for geoheritage popularization objectives since they combine scientific and educational purposes with geotourism applications. Initially, we transformed these stunning volcanological outcrops into geospatial models—the so called virtual outcrops (VOs) here defined as virtual geosites (VGs)—through UAV-based photogrammetry and 3D modeling. In the next step, we uploaded them on an online platform that is fully accessible for Earth science teaching and communication. The nine VGs are currently accessible on a PC, a smartphone, or a tablet. Each one includes a detailed description and plenty of annotations available for the viewers during 3D exploration. We hope this work will be regarded as a forward model application for Earth sciences’ popularization and make geoheritage open to the scientific community and the lay public.

Cambrian helcionelloids (univalved molluscs) from the Korean Peninsula: systematic revision and biostratigraphy

Helcionelloids from the Korean Peninsula are revised based on a re-examination of type specimens and new material collected from the Cambrian Mungyeong Group of South Korea. The fauna comprises Coreospira rugosa, Hampilina goniospira, Dorispira pacifica, cf. Igorella coreanica, and Helcionelloid indet. Coreospira and Hampilina are distinguished from other helcionelloids by their angular junction between dorsal and lateral surfaces, and from each other by the presence or absence of a rounded ridge along the junction, respectively. The Korean helcionelloids range stratigraphically from the base of Maochuangian to the lower Hsuchuangian using the chronostratigraphical scheme from North China; this correlates with upper Stage 4 to the lower Wuliuan Stage. Unusual septal features, such as complex suture lines in Hampilina and a central circular structure in the simple convex septa of Coreospira, occur in the apical region of the Korean helcionelloids, and could have implications for univalved molluscan evolution. Yeongju Oh [yjoh@kopri.re.kr ], Department of Earth and Environmental Sciences, Chungbuk National University, Cheongju, Chungbuk 28644, Republic of Korea; Dong-Chan Lee [dclee@chungbuk.ac.kr ], Department of Earth Science Education, Chungbuk National University, Cheongju, Chungbuk 28644, Republic of Korea; Dong-Jin Lee [lichenaria@daum.net ], College of Earth Sciences, Jilin University, Changchun 130061, China; Jeong-Gu Lee [leejg0310@korea.kr ] Gwacheon National Science Museum, Gwacheon 13817, Republic of Korea

Virtual Geosites as Innovative Tools for Geoheritage Popularization: A Case Study from Eastern Iceland

In this paper, we have adopted a modern, cutting-edge methodology to make geoheritage sites (geosites) available and explorable worldwide, through both immersive and non-immersive virtual reality, particularly suitable also in COVID-19 times. In doing this, we have focused our attention on five different outcroppings, shallow magma bodies in Iceland: such geological objects, although being often underestimated, are, on the contrary, very suitable for geoheritage popularization purposes. These outstanding outcrops have been transformed in virtual outcrops (VOs) through UAV-based photogrammetry 3D modelling, and have been uploaded on a brand-new, dedicated online resource (GeoVires Virtual Reality Lab for Earth Sciences) which is accessible worldwide for Earth Science teaching and communication. As already stressed above, the choice of these Icelandic shallow magma bodies has been suggested by the fact that such geological objects, although extraordinarily challenging both in terms of geotourism and teaching, are seldom the object of attention from the international scientific community. The five VOs are defined here as virtual geosites (VGs) because they are, indeed, geosites that are fully accessible with a smartphone, a tablet, or a PC; moreover, each is provided with a detailed description and notes available during 3D exploration. Our work could represent a model for future, similar efforts aimed at popularizing Earth Sciences and making geoheritage available to a broad public through VGs.

PROCESS ORIENTED GUIDED INQUIRY LEARNING MODULE IN TEACHING EARTH SCIENCE: ITS ACCEPTABILITY

The aim of this study was to determine the acceptability of the developed Process Oriented Guided Inquiry Learning (POGIL) Module in teaching Earth Science as to grade 8 selected students of Pasig City Science High School and improve students success rate in learning. POGIL is an acronym for Process Oriented Guided Inquiry Learning. It uses guided inquiry – a learning cycle of exploration, concept invention and application as basis for the teachers carefully designed instructional materials that students use to guide them to construct new knowledge. It is also a classroom and laboratory technique that seeks to simultaneously teach content and key process skills such as the ability to think analytically and work effectively as part of a collaborative team.

The value of short Earth science continuing professional development for trainee primary school teachers

Abstract. The paper investigates the potential of Earth science for the development of primary school science. The evaluation from workshops run by the Earth Science Education Unit for trainee primary teachers was appraised to assess the effectiveness of the short continuing professional development (CPD) programmes over the period 2009–2015. Trainee teacher comments are analysed using thematic analysis, which identified points recognised by Guskey (2000) as being the most important ideas for effective CPD programmes. Despite these workshops being short, lasting generally less than 2 h each, the conclusion reached was that they offered useful teaching ideas, resources and background information which the trainees could and would apply in the classroom.

Earth Science Education as a Key Component of Education for Sustainability

Environmental insight has emerged as a new scientific concept which incorporates the understanding that the Earth is made up of interworking subsystems and the acceptance that humans must act in harmony with the Earth’s dynamic balanced cycle. This Earth system competency represents the highest level of knowing and understanding in the geosciences community. Humans have an important role as participative beings in the Earth’s subsystems, and they must therefore acknowledge that life on Earth depends on a geoethically responsible management of the Earth system. Yet, the world is far from achieving sustainable development, making the role of the Earth science education in promoting education for sustainability even more relevant. The Earth system approach to education is designed to be an effective learning tool for the development of the innovative concept of environmental insight. Through a holistic view of planet Earth, students realize that humans have the ability to enjoy a sustainable life on our planet while minimising detrimental environmental impacts. There is growing evidence that citizens value science and need to be informed about Earth system problems such as climate change, resource efficiency, pandemics, sustainable use of water resources, and how to protect bio-geodiversity. By moving away from both traditional practices and traditional perceptions, environmental insight and geoethics will lead towards an education for sustainability that provides the citizens of Earth with the tools they need to address the full complexity of its urgent environmental concerns.

Mode of Response Students’ Engagement (MORSE): Basis for Improving Science Performance of Students

In educational system, just like in a classroom setting, there is a degree or sense of uncertainty or ambiguity on how teaching-learning process will take place. It is the duty and responsibility of the teacher to structure the classroom in maximizing students learning by engaging in all modalities such as hearing, visual, olfactory, kinesthetic and gustatory. Moreover, by bringing students together in the classroom to produce group interaction that facilitates learning in different individuals. I, the Researcher, had facilitated an active learning through the use of Mode of Response for Students Engagement (MORSE). Intervention was the use of personalized card, dyad, work cell group and random calling conducted twice a week for the duration of the 1st grading period. The 29 respondents from experimental group were subjected to MORSE and 29 respondents from control group were given traditional classroom engagement. The proponent sought to answer the following research questions: What was the effect on the academic performance of the students who were subjected to MORSE? Was there a significant difference in the pre-test and post-test result using the traditional method and of the MORSE method? Lastly, what was the implication of MORSE method in teaching Earth Science among grade 10 students? The collected data of pre-test and post-test results were gathered and treated using paired sample t-test of difference and mean. Sample paired t-test result showed that the computed t value of 7.45 is greater than the t critical value of 1.701 at level of significance of 0.05. There is significant difference on the post test result between the control group and experimental group. The Experimental group, who were subjected to MORSE techniques achieved higher post-test than the control group. Based from the analysis gathered, MORSE methods is highly effective as means of engaging students to actively participate and improve academic performance in Earth Science. Therefore, I, the proponent recommended the use of MORSE in classroom activities. Likewise, teachers can make use other MORSE techniques or devices to facilitate active learning in the classroom for whole class engagement.

International comparisons of school-level geoscience education– the UNESCO/IGEO expert opinion survey

ABSTRACT An international survey of geoscience education has been carried out jointly by UNESCO and the International Geoscience Education Organisation (IGEO) to address the question of ‘How does school-level Earth science education compare across the globe? The survey gathered data from experts in 51 countries, comprising more than half the global population. Most countries (75%) had national standards covering Earth science but these were not followed or are absent in more than half the countries surveyed. Only around 25% of the countries with standardised assessments have Earth science-specific questions. Most teachers of Earth science are non-specialist teachers, whilst support of these teachers through courses and professional development is generally low, with very little financial support provided. Earth science teaching materials are reported to be generally of moderate to poor quality. However, there is good support globally for informal Earth science education and there are enthusiastic groups of educators attempting to address the rather bleak formal education situation. Strategies being used include the publication of an international syllabus with free-to-download supporting textbooks, websites of high-quality interactive teaching materials, national champions promoting interactive geoscience education, and global support for these initiatives.

Society needs experts with climate change competencies – what is the role of higher education in atmospheric and Earth system sciences?

The urgent societal need for climate action requires climate change expertise. But who is a climate change expert? What is the role of atmospheric and Earth system science education? In this study, we examine what competencies do atmospheric and Earth system scientists teach in selected programmes in seven European countries, and how they view the importance of various competencies for the students to learn. We also asked about teacher experiences and wishes related to teaching collaboration. We found that the atmospheric and Earth system scientists taught and valued the highest the traditional academic competencies related e.g. to critical thinking and applying knowledge. The normative, strategic and interpersonal competencies of sustainability were generally less valued and taught. The largest teaching gaps were found in competencies such as developing new ideas, interpersonal competency, making arguments and looking for solutions, critical thinking, collaboration and communication skills. Preferred collaborators for atmospheric and Earth system scientists were scientists from their own field or from other natural sciences, while collaborators from other sciences and wider society were less popular choices. The atmospheric and Earth systems scientists in our study did not see themselves as climate change experts. We foresee here a need to define climate change competencies.

Identity Formation of Pre-service Science Teachers: Focusing on Those Who Changed Their Major to Earth Science Education in Korea

Abstract This study is aimed at understanding the identity formation of pre-service science teachers (PST s) who are transitioning from students to teachers and from science/engineering majors to education majors. This was done using the conceptual lens of identity within a specific socio-cultural context. The participants were three undergraduate students in their mid- to late twenties who had transferred to science education from natural science or engineering majors. Collection of data included in-depth interviews, story timelines, e-mail surveys, and participant drawings. The study revealed that the PST s’ identity formation was not one common universal process; rather, each person’s experiences were individually affected positively or negatively by their life history. Although the three PST s came from very similar social backgrounds in Korea, their identity formation was categorized into three different types: determined effort, critical exploration, and continuous confusion. This research shows that the life history model of PST s’ identity formation can be based on the individual and practical support to reduce the gap between the actual self and future self within science education.

Case Study for Earth Science Education using Smart Devices : Focused on the Case of Science Pre-service Teachers’ Teaching Practices about Atmosphere and Astronomy Units in Middle School

Case Study for Earth Science Education using Smart Devices : Focused on the Case of Science Pre-service Teachers’ Teaching Practices about Atmosphere and Astronomy Units in Middle School

A Pandemic Pivot in Earth Science Outreach and Education

For some educators, restrictions imposed by COVID-19 created space for innovation and affirmed the value of online tools and learning environments for increasing access to and engagement with science.

The Effectiveness of the Flipped Classroom in a Teacher Training Context

The flipped classroom is a model of teaching in which activities traditionally conducted in the classroom become homework activities, and activities that normally constitute homework become classroom activities. This pedagogical model has been proposed in several studies as an alternative educational approach to conventional methods, but its effectiveness in improving outcomes is disputed. To test the effectiveness of this model, we followed a semi-experimental approach, using a pre- and post-test. A group of future life and earth science teachers from an experimental classroom (n = 62) was trained using the flipped classroom approach. However, the trainees in the control class (n = 62) followed traditional teaching. Pre- and post-test results were analyzed using the t-test to assess the effectiveness of this teaching model. There were no significant differences between the two groups in the pre-test, indicating that the two groups were equivalent prior to our intervention. However, a statistically significant difference was recorded in the post-test in favor of the experimental group members, particularly for questions related to knowledge manipulation. For the questions assessing the degree of knowledge acquisition, we found no significant difference between the two groups. We could therefore conclude that the integration of the flipped classroom in a training situation for future teachers has a positive effect on the improvement of learning performance. This approach can also serve as a means of varying our teaching practices and benefiting from the advantages of distance learning.