Pub Date : 2023-07-03DOI: 10.1080/10899995.2023.2215673
Ennea Fairchild, J. Sexton, Harmony Newman, Krystal Hinerman, Jessica McKay, E. Riggs
{"title":"A qualitative study of marginalized students’ academic, physical, and social self-efficacy in a multiweek geoscience field program","authors":"Ennea Fairchild, J. Sexton, Harmony Newman, Krystal Hinerman, Jessica McKay, E. Riggs","doi":"10.1080/10899995.2023.2215673","DOIUrl":"https://doi.org/10.1080/10899995.2023.2215673","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44002953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/15374417309532493
Wendy K’ah Skáahluwáa Todd, Carmen R. Cid, Cory Garza
{"title":"In our VOICES","authors":"Wendy K’ah Skáahluwáa Todd, Carmen R. Cid, Cory Garza","doi":"10.1080/15374417309532493","DOIUrl":"https://doi.org/10.1080/15374417309532493","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15374417309532493","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46682866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-28DOI: 10.1080/10899995.2023.2221818
Rowan C. Martindale, Barbara Sofia Sulbaran Reyes, Sinjini Sinha, North Cooc
Educational geoscience games have been increasing in popularity because they promote learning through amusement and encourage students to engage with topical material and each other. Here we describe a new board game, “Reef Survivor”, and its use as an instructional tool in undergraduate classes. The educational objective is to teach players about ecology, evolution, and environmental perturbations, while the gameplay objective is to build a resilient reef ecosystem. Through collaborative and competitive gameplay, students learn about evolution mechanics—mutation, migration, and natural selection—as well as ecology and how reefs survive natural disasters. The game blends informed decision making and chance to encourage students to learn and model complex Earth systems and evolutionary processes. Students choose their environment and reef community, whereas chance influences mutations and disasters.The game was incorporated in undergraduate classroom activities in 2021 and 2022 at 20 colleges and universities, mostly public institutions in the United States. Students were enthusiastic about the game, with two thirds saying they would rather play the game than have a normal lab. Notably, students said playing with a peer helped them learn better. Taken together, learning gains from 15 institutions were positive, with significant gains by the final semester of assessment. Overall, learning gains were not positive during the first deployment (online) but improved substantially when refined and played in person. A print-and-play version of the game (doi: 10.18738/T8/S3KWT7), onboarding and follow-up assignments, and suggested extension activities are provided; modifications for time, course objective, and educational level are also discussed.
{"title":"“Reef Survivor”: A new board game designed to teach college and university undergraduate students about reef ecology, evolution, and extinction","authors":"Rowan C. Martindale, Barbara Sofia Sulbaran Reyes, Sinjini Sinha, North Cooc","doi":"10.1080/10899995.2023.2221818","DOIUrl":"https://doi.org/10.1080/10899995.2023.2221818","url":null,"abstract":"Educational geoscience games have been increasing in popularity because they promote learning through amusement and encourage students to engage with topical material and each other. Here we describe a new board game, “Reef Survivor”, and its use as an instructional tool in undergraduate classes. The educational objective is to teach players about ecology, evolution, and environmental perturbations, while the gameplay objective is to build a resilient reef ecosystem. Through collaborative and competitive gameplay, students learn about evolution mechanics—mutation, migration, and natural selection—as well as ecology and how reefs survive natural disasters. The game blends informed decision making and chance to encourage students to learn and model complex Earth systems and evolutionary processes. Students choose their environment and reef community, whereas chance influences mutations and disasters.The game was incorporated in undergraduate classroom activities in 2021 and 2022 at 20 colleges and universities, mostly public institutions in the United States. Students were enthusiastic about the game, with two thirds saying they would rather play the game than have a normal lab. Notably, students said playing with a peer helped them learn better. Taken together, learning gains from 15 institutions were positive, with significant gains by the final semester of assessment. Overall, learning gains were not positive during the first deployment (online) but improved substantially when refined and played in person. A print-and-play version of the game (doi: 10.18738/T8/S3KWT7), onboarding and follow-up assignments, and suggested extension activities are provided; modifications for time, course objective, and educational level are also discussed.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135210770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-18DOI: 10.1080/10899995.2023.2200877
T. Klavon, S. Mohan, J. B. Jaffe, Thalia Stogianos, Donna Governor, D. Lombardi
{"title":"Scientific evaluations and plausibility judgements in middle school students’ learning about geoscience topics","authors":"T. Klavon, S. Mohan, J. B. Jaffe, Thalia Stogianos, Donna Governor, D. Lombardi","doi":"10.1080/10899995.2023.2200877","DOIUrl":"https://doi.org/10.1080/10899995.2023.2200877","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46890637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-18DOI: 10.1080/10899995.2023.2205990
A. Manzanares, Steven W. Anderson, Kevin J. Pugh
Abstract The mineral identification lab is typically the entry level college student’s initial hands-on introduction to minerals. Our research focused on identifying alternative mineralogy conceptions that students bring to an introductory geology course and investigating the origins and nature of these conceptions. We identified a number of alternative conceptions and to help make sense of these ideas we grouped them into four categories: (1) differences between minerals and rocks (e.g., they are the same), (2) mineral composition (e.g., lighter crystals contain more air), (3) where minerals form (e.g., caves), and (4) mineral surface features. The fourth category encompassed alternative conceptions based on immediately observable features and included six daughter categories: (1) mineral characteristics (e.g., all are smooth and crystal-like), (2) origin of planar surfaces (e.g., were cut), (3) sedimentary knowledge (e.g., minerals like mica are formed from layering), (4) mineral relations (e.g., minerals of similar shape are related), (5) environmental impacts (e.g., during formation sand was incorporated to turn the mineral orange), and (6) age of minerals (e.g., age can be determined by fragility). Further, we identified three main knowledge sources from which students construct alternative conceptions: (1) prior science courses, (2) outdoor activities, and (3) jewelry and solar and water impacts. Our research adds to previous work on the alternative conceptions held by novice earth science students. Students’ answers reflect how their knowledge can contribute to creating alternative conceptions.
{"title":"College students’ prior knowledge and alternative conceptions regarding minerals","authors":"A. Manzanares, Steven W. Anderson, Kevin J. Pugh","doi":"10.1080/10899995.2023.2205990","DOIUrl":"https://doi.org/10.1080/10899995.2023.2205990","url":null,"abstract":"Abstract The mineral identification lab is typically the entry level college student’s initial hands-on introduction to minerals. Our research focused on identifying alternative mineralogy conceptions that students bring to an introductory geology course and investigating the origins and nature of these conceptions. We identified a number of alternative conceptions and to help make sense of these ideas we grouped them into four categories: (1) differences between minerals and rocks (e.g., they are the same), (2) mineral composition (e.g., lighter crystals contain more air), (3) where minerals form (e.g., caves), and (4) mineral surface features. The fourth category encompassed alternative conceptions based on immediately observable features and included six daughter categories: (1) mineral characteristics (e.g., all are smooth and crystal-like), (2) origin of planar surfaces (e.g., were cut), (3) sedimentary knowledge (e.g., minerals like mica are formed from layering), (4) mineral relations (e.g., minerals of similar shape are related), (5) environmental impacts (e.g., during formation sand was incorporated to turn the mineral orange), and (6) age of minerals (e.g., age can be determined by fragility). Further, we identified three main knowledge sources from which students construct alternative conceptions: (1) prior science courses, (2) outdoor activities, and (3) jewelry and solar and water impacts. Our research adds to previous work on the alternative conceptions held by novice earth science students. Students’ answers reflect how their knowledge can contribute to creating alternative conceptions.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44893149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1080/10899995.2023.2200361
L. Guillaume, Valentin Laurent, M. Genge
Abstract Fieldwork is a pedagogical cornerstone of many geoscience degrees. During the academic years 2019–20 and 2020–21, the worldwide COVID-19 pandemic made outdoors fieldwork difficult, resulting in an urgent need to develop virtual alternatives. However, there is still more to learn about the impact of teaching fieldwork virtually on the student learning experience. This study aims to assess the student learning experience during immersive and interactive three-dimensional virtual fieldwork and establish the value of digital techniques to improve the inclusivity of geosciences degrees. Quantitative and qualitative data were collected to assess students’ attitudes to virtual fieldwork in comparison to outdoor fieldwork in terms of accessibility, inclusivity and their learning experience. Our results show overall positive student responses to virtual fieldwork, with over half stating it adequately replicated the learning experience of outdoor fieldwork. Students also value outdoor fieldwork for the degree of autonomy it provides, and idea-sharing with peers; yet simultaneously the majority believed outdoor fieldwork is inherently exclusionary. This study concludes that virtual fieldwork, taught using interactive 3D virtual outcrops set within virtual worlds, replicates the outdoor fieldwork learning experience as closely as possible. However, students missed some fundamental and important aspects of outdoor fieldwork, as being outside and the social interactions with peers and staff that are specific to on-location fieldwork. This study recommends the use of virtual fieldwork in addition to residential on-location fieldwork, as for a significant number of students virtual fieldwork may be a better way of accessing this valued pedagogy of the geosciences. Furthermore, virtual fieldwork has the potential to make geosciences more inclusive and attractive to a wider range of students.
{"title":"Immersive and interactive three-dimensional virtual fieldwork: Assessing the student learning experience and value to improve inclusivity of geosciences degrees","authors":"L. Guillaume, Valentin Laurent, M. Genge","doi":"10.1080/10899995.2023.2200361","DOIUrl":"https://doi.org/10.1080/10899995.2023.2200361","url":null,"abstract":"Abstract Fieldwork is a pedagogical cornerstone of many geoscience degrees. During the academic years 2019–20 and 2020–21, the worldwide COVID-19 pandemic made outdoors fieldwork difficult, resulting in an urgent need to develop virtual alternatives. However, there is still more to learn about the impact of teaching fieldwork virtually on the student learning experience. This study aims to assess the student learning experience during immersive and interactive three-dimensional virtual fieldwork and establish the value of digital techniques to improve the inclusivity of geosciences degrees. Quantitative and qualitative data were collected to assess students’ attitudes to virtual fieldwork in comparison to outdoor fieldwork in terms of accessibility, inclusivity and their learning experience. Our results show overall positive student responses to virtual fieldwork, with over half stating it adequately replicated the learning experience of outdoor fieldwork. Students also value outdoor fieldwork for the degree of autonomy it provides, and idea-sharing with peers; yet simultaneously the majority believed outdoor fieldwork is inherently exclusionary. This study concludes that virtual fieldwork, taught using interactive 3D virtual outcrops set within virtual worlds, replicates the outdoor fieldwork learning experience as closely as possible. However, students missed some fundamental and important aspects of outdoor fieldwork, as being outside and the social interactions with peers and staff that are specific to on-location fieldwork. This study recommends the use of virtual fieldwork in addition to residential on-location fieldwork, as for a significant number of students virtual fieldwork may be a better way of accessing this valued pedagogy of the geosciences. Furthermore, virtual fieldwork has the potential to make geosciences more inclusive and attractive to a wider range of students.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42851734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/10899995.2023.2193551
E. A. Boyd, K. Lazar, Matthew Voigt
{"title":"Humanizing geoscience education research through participant-driven visual representation","authors":"E. A. Boyd, K. Lazar, Matthew Voigt","doi":"10.1080/10899995.2023.2193551","DOIUrl":"https://doi.org/10.1080/10899995.2023.2193551","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43316045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.1080/10899995.2023.2190830
Janina Bistron, A. Schwering
{"title":"Assessing navigational map reading competencies with the location-based GeoGame “GeoGami”","authors":"Janina Bistron, A. Schwering","doi":"10.1080/10899995.2023.2190830","DOIUrl":"https://doi.org/10.1080/10899995.2023.2190830","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43248533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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