Geoscience Education Research Research Articles

IRB Protocol Starting Point for Those New to Geoscience Education Scholarship and Publication

Scholarly endeavors in geoscience education span a spectrum from the development and application of new geoscience teaching innovations and curricula to the development and testing of geoscience education research questions and hypotheses. These can be characterized as the scholarship of geoscience teaching and learning (geo-SoTL) and geoscience discipline-based educational research (geo-DBER). Both geo-SoTL and geo-DBER are important for improving the geoscience teaching practice. In terms of Journal of Geoscience Education (JGE) publication, geo-SoTL best aligns to the Curriculum & Instruction (CI these distinctions are largely in the purpose, study design, and methods. Data needed to determine if a teaching innovation is meeting its goal in a C&I study, or to test a particular research question or hypothesis in a Research study, often involve surveys or interviews of people. These could be, for example, students in a class, or participants in a workshop or field trip. While such human subject data is common to research in the social science disciplines, it is distinctly different from physical, chemical, or paleobiological data that geoscientists are trained in collecting and analyzing. For that reason, geoscientists who are interested in getting started in geo-SoTL or geoDBER need to become familiar with the rules that guide human subject research.The federal government, your institution (in most cases), and JGE each provide resources to help you understand what your responsibilities are when conducting research that involves human subjects. If you are new to geoscience education research and publication take the time to look at each of these resources as you plan your study:* Federal Government Resource: Recently the US Department of Health and Human Services Office for Human Research Protections (OHRP) published human subject regulation Decision Charts (http:// www.hhs.gov/ohrp/policy/checklists/decisioncharts. html) to assist investigators and institutions in determining whether an intended activity is human subject research, and if a study protocol may be eligible for exemption by a college or university's Institutional Review Board (IRB). These Decision Charts are in (mostly) plain language and ask a series of straight-forward yes/no questions. Working though the charts will not take long and can help investigators place their intended research in context of federal guidelines on human subject research.Based on the OHRP Decision Charts, most of the types of data collected, analyzed, and disseminated in geoscience education studies of adult populations are of minimal risk to study participants, and are therefore typically eligible for exemptions or expedited review by IRBs. For example, in most cases research that is conducted in classrooms or labs that focus on investigations of instructional strategies, curricula, and classroom management, and use educational tests, surveys, or interviews meet this criteria. In addition, studies that involve existing data (e.g., collected for the purpose of student assessment in a course) also meet this criteria. In all cases the privacy of the individuals will need to be assured so that study subjects cannot be identified or harmed by the reported results. …

Geoscience Education Research Project: Student Benefits and Effective Design of a Course-Based Undergraduate Research Experience

ABSTRACTUndergraduate research has been shown to be an effective practice for learning science. While this is a popular discussion topic, there are few full examples in the literature for introductory-level students. This paper describes the Geoscience Education Research Project, an innovative course-based research experience designed for introductory-level, nonscience majors. Participating students complete all steps of a scientific research project, starting with the research question, “What do college students think about ___?” Students fill in the blank with a geoscience topic of their choosing. Support for the students is ongoing through detailed directions and multiple checkpoint assignments with timely feedback to ensure they are on task. This design and support can be used as a model for other undergraduate research experiences. Student reactions to the benefits of participating in the research project and the effectiveness of its design were analyzed. Students' benefits from this research project included increased content knowledge, improved skills, and positive affective responses, such as interest leading to motivation. In this study, students were also found to have an increased appreciation of science and scientists, without necessarily having the desire to become scientists themselves. Student reactions to the design of the Geoscience Education Research Project emphasized the importance of an appealing topic, careful planning and conveying of project information, frequent deadlines and feedback, and communication by students beyond just the professor. Based on these findings, recommendations for successful implementation of course-based, introductory-level undergraduate research experiences are given.

Is There a Better Model for Promotion and Tenure Preparation and Evaluation of Geoscience Education Researchers in Geoscience Departments?

The need to support and strengthen the geoscience education research (GER) community of practice is a theme that emerged from recent surveys and community discussions. A 2014 survey of members by the National Association of Geoscience Teachers (NAGT) Geoscience Education Research Division indicated that respondents (Lukes et al., 2015) felt there is a need to raise the perceived value of GER. This concept was further explored at a workshop for geoscience education researchers that took place at the 2015 Earth Educators Rendezvous. An 11 member working group in the ''Synthesizing Geoscience Education Research'' workshop (http://serc.carleton.edu/ earth_rendezvous/2015/morning_workshops/w3/index. html) addressed the question: What are the priorities for promoting and supporting geoscience education researchers? In response, the need for ''outreach'' to non-GER colleagues to elevate the value of GER, especially with respect to promotion and tenure preparation and evaluation, was raised. This idea of outreach to non-GER colleagues is consistent with suggestions made in a recent editorial on ways in which tenure-track geoscience education researchers can be proactive in communicating to their colleagues about what they do and why it is important (St. John, 2015).We know the GER field is growing-there are over 14 geoscience graduate programs that include GER as a field of graduate study. Tenure-track position announcements for GER are becoming more common, and many of those positions are in programs where the GER faculty member may be the only discipline-based education researcher in their department or college. As others have pointed out, this creates the potential for GER marginalization and isolation in the geoscience programs (Singer et al., 2012; Feig, 2013; Lukes, 2015; Lukes et al., 2015). In addition, the likelihood that promotion and tenure (PT to place specialties in a larger context; and to share results in ways that could also educate nonspecialists. …

Theme Issue Call for Papers: Synthesizing Results and Defining Future Directions of Geoscience Education Research

"Theme Issue Call for Papers: Synthesizing Results and Defining Future Directions of Geoscience Education Research." Journal of Geoscience Education, 63(4), p. 268

Being Your Own Best Advocate: Geoscience Education Researchers and the Tenure Track in Traditional Geoscience Programs

Geoscientists have seen the boundaries between traditional geology and other science fields become more permeable as geoscience research questions have evolved to better capture the transdisciplinary nature of the natural world. From geochemistry to geophysics to geobiology, the value of a transdisciplinary approach to complex and meaningful research questions is evident in each of these fields. Research on geoscience teaching and learning is following a similar path, but has the added complexity of crossing over with the social sciences (e.g., educational psychology), which introduces research methods useful, but less familiar, to many geoscientists. This is one of the reasons that Feig (2013) called for targeted ''marketing'' by geoscience education researchers to contextualize their research and build community, a concept echoed by Lukes et al (2015). I think this advice is a time-sensitive action item for one group of geoscience education researchers in particular - those who are currently on the tenure-track. While it is important for all tenure-track faculty to talk with their department colleagues early and often about what they do, how they do it, and why it is important (St. John and Leckie, 2009), it is especially true for tenure-track geoscience education scholars in traditional geoscience programs.How those conversations are approached is important. Avoid jargon, which creates further barriers. Maintain respect for colleagues; wisdom on geoscience teaching and learning isn't exclusive to those with geoscience education research PhDs. Find common ground. As is the case for all discipline based educational researchers (DBER), a strong geoscience education researcher also has disciplinary knowledge (D. Mogk, DBER webinar 30 June 2015, available at: http://nagt.org/nagt/profdev/workshops/geoed_research/ dber_webinar.html; Singer et al, 2012); therefore connecting by way of the geoscience itself can help establish common ground with geoscience department colleagues. The university mission and the geoscience departmental goals are also areas of common ground. Serving that mission and meeting those goals depends on faculty that can each play to their strengths and respect the diverse and unique contributions of their colleagues, including geoscience education researchers.Like all tenure-track faculty, tenure-track geoscience education faculty should be expected to demonstrate achievement and impact in the traditional promotion and tenure categories of Teaching, Research, and Service. However, both at the community level and at the department level, conversations need to occur between geoscience administrators, senior-faculty, and tenure-track faculty on the metrics of success of geoscience education research.There are at least two points to consider when thinking about metrics of success. One is deciding on what ''counts'' as evidence of achievement and impact in a research field that, by its very nature, overlaps with teaching and service. Like in other geoscience fields, publications and grantfunding are key pieces of geoscience education research evidence, but there are nuances that need to be considered. For example, there is a wide range of dissemination outlets for geoscience education scholarship. …

Opportunities and Acclaim for JGE Contributors

IntroductionFor many academic geoscientists the summer months are a time when teaching loads go down and research productivity goes up. Whether we are traveling to distant field locations, working in labs, or writing, we temporarily turn away from grading and towards other intellectual endeavors that deepen our scholarship. For those whose scholarship is in geoscience education, the research outcomes can broadly impact teaching and learning as well. With this in mind I describe new opportunities for sharing your scholarship in JGE, and for further developing your scholarly skills through professional development workshops co-sponsored by NAGT, our Journal's parent society. I also draw your attention to recent high impact articles in JGE, and the opportunity to nominate reviewers and articles for special recognition.Expanding Scholarship Opportunities in JGEThe Editorial Board recently made revisions to the Types of Papers (http://nagt-jge.org/page/papers) that are appropriate to submit to JGE. We are pleased to announce that a new category of Literature Reviews has been added. Articles submitted to this category should synthesize and evaluate the published literature on a particular topic within geoscience education research or practice. Patterns and trends in the literature should be described, and research gaps identified and used to make recommendations on future directions in our field. We feel that this category has the potential to be of great benefit to the geoscience education community, and look forward to high quality submissions.In addition, the criteria for Commentary papers have been redefined. Commentary articles should provide a critical or alternative viewpoint on a key issue, or provide an insight into an important development that is of broad interest to geoscience educators or researchers. A strong literature-based context is expected. Unlike a literature review article, the author of a Commentary is expected to give his/her own opinions and perspectives. The Commentary category is not a venue for ''data-weak'' Curriculum & Instruction or Research papers, nor a venue for project reports or updates. The article by Callahan et al., (p 98, this issue) on the importance of social capital in mentoring and geoscience workforce development is an excellent example of a paper meeting these revised Commentary standards, and I encourage you to read it. I expect it will be a conversation starter in geoscience departments and among colleagues.Updated Author GuidelinesThe Editorial Board and external Reviewers continue to nurture manuscripts through the peer-review and revision process, providing detailed constructive feedback to authors on submitted manuscripts and manuscript revisions. Manuscript preparation and submission guidelines were recently revised in order to address common submission questions of both an organizational and technical nature.These guidelines (http://nagt-jge.org/userimages/ ContentEditor/1423846865909/Author_guidelines_JGE_ Feb_11_2015.pdf) also now include specific advice on how to respond to reviewer feedback. The point-by-point response to each critical comment by reviewers is still expected; but we now ask that this be organized such that each critical comment is listed verbatim, and directly followed with an explanation of how it was addressed, with reference to specific line or figure numbers in the revised manuscript.We have also laid out a procedural process for how revised manuscripts will be handled, should they undergo multiple-rounds of re-review. …

Creating a Community of Practice Around Geoscience Education Research: NAGT-GER

The Journal of Geoscience Education (JGE) has been a valued scholarly dissemination outlet for geoscience education researchers and practitioners for over three decades. This community of scholars ...

A Study Of Undergraduate Students Alternative Conceptions Of Earths Interior Using Drawing Tasks

Learning fundamental geoscience topics such as plate tectonics, earthquakes, and volcanoes requires students to develop a deep understanding of the conceptual models geologists use when describing the structure and dynamics of Earths interior. Despite the importance of these mental models underlying much of the undergraduate geoscience curriculum, surprisingly little research related to this complex idea exists in the discipline-based science education research literature. To better understand non-science-majoring undergraduates' conceptual models of Earths interior, student-generated drawings and interviews were used to probe student understanding of the Earth. Ninety-two semi-structured interviews were conducted with non-science-major college students at the beginning of an entry-level geology course at a large Midwestern university. Students were asked to draw a picture of Earths interior and provide think-aloud explanations of their drawings. The results reveal that students hold a wide range of alternative conceptions about Earth, with only a small fraction having scientifically accurate ideas. Students understandings ranged from conceptualizing Earths interior as consisting of horizontal layers of rock and dirt, to more sophisticated views with Earths interior being composed of concentric layers with unique physical and chemical characteristics. Processes occurring within Earth, such as "convection," were rarely mentioned or explained. These results provide a first-steps basis from which to further explore college students thinking and contribute to the growing body of knowledge on earth science teaching and geoscience education research.

U.S. National Science Foundation seeks comments on restructure of geoscience education programs

The National Science Foundation (NSF) Directorate for Geosciences (GEO) is an important source of funding for geoscience education and research in the United States. The directorate's programs have focused on broadening participation, geoscience education research, adoption of best practices in teaching, and other issues. Recently, the directorate issued a “Dear Colleague” letter about restructuring its geoscience education programs. Three programs are being changed: GEO‐Teach (a program that aimed to improve the quality of geoscience instruction, primarily at middle and high school levels) is being retired, GeoEd (a program that seeks to increase public understanding of Earth system science) is undergoing review and restructuring, and Opportunities for Enhancing Diversity in the Geosciences (OEDG, a program aimed at enhancing minority representation) is also undergoing review and restructuring. Comments concerning the OEDG program, in particular, are being requested by NSF.

University of Nebraska-Lincoln Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction

This field course offers in-service teachers and pre-service science education majors an opportunity to discover the geological history of the Rocky Mountains and experience inquiry-based geoscience education during a 2-week journey across Wyoming, South Dakota and Nebraska. In 2012 this course utilized the UW-NPS facilities for 3 days in mid-June. The group built upon their growing geological knowledge to investigate the geological evolution of the Teton Range. The 2012 course included six in-service teacher participants (all from Nebraska), two pre-service graduate education majors, and one Geoscience Education Research professor who observed the process. The staff included two instructors and one geology undergraduate teaching assistant. This course is offered through the University of Nebraska-Lincoln’s Nebraska Math and Science Summer Institute (NMSSI) Program. This course improves educators' ability to teach inquiry-based science, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments. The UW-NPS facilities provide an excellent opportunity for participants to discover the natural history of the Teton Range and catch up on fieldbook notes while sitting at a real table - - a welcome change from our normal campground setting.

Affective Domain and Student Learning in the Geosciences

Decades of science education research have provided us with a variety of tools to deal with the cognitive processes behind our students' learning. However, we have placed much less attention on student affect, the feelings, attitudes, emotions, and values that can encourage or discourage the adoption of effective learning behaviors. This has occurred even though the affective domain has been demonstrated to have a significant influence on student learning. An increased awareness of the role of the affective domain in the sciences has the potential to improve student learning, boost recruitment of majors, and reduce student attrition. We propose that the geoscience education research community would benefit from giving greater consideration to the role of the affective domain as a key component of the learning process.

A call for a new geoscience education research agenda

AbstractA lack of qualified teachers and low enrollment in the geosciences exist at both secondary and tertiary levels in the United States. Consequently, it is unlikely that students will be able to achieve scientific literacy without an increase in both of these populations. To address these problems, we pose research questions, highlight sociocultural theories, and provide examples of other science education research as possible avenues by which to explore these related problems. We argue that such research studies are necessary to inform science education policy and advance national scientific literacy. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:121–129, 2010

Geoscience education in the United States

Dr Julie Libarkin is a US-based researcher at the department of geological science and division of science and mathematics education, Michigan State University, USA who focuses on the evolving and potentially important discipline of geoscience education research aimed at better understanding of the processes involved in geoscience learning for both teachers and students. In the first of two articles she presents the US context, which is probably reflected in most Western Europe higher education institutions schools, concluding that geocognition or geological cognition better encapsulate the thinking needed to bring about improvements in geoscience education.

Teachers' Sense of Efficacy: An Important Factor in School Improvement

Teachers' Sense of Efficacy: An Important Factor in School Improvement