Pub Date : 2023-01-13DOI: 10.1080/10899995.2023.2165858
G. Alías, A. Sendrós, M. Aulinas, J. Bordonau, Cristina Domènech, E. Masana, J. Martín‐Martín
{"title":"The impact of online teaching on Geology degree programs during COVID-19: A case study from the University of Barcelona (Spain)","authors":"G. Alías, A. Sendrós, M. Aulinas, J. Bordonau, Cristina Domènech, E. Masana, J. Martín‐Martín","doi":"10.1080/10899995.2023.2165858","DOIUrl":"https://doi.org/10.1080/10899995.2023.2165858","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48910786","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 : 2023-01-09DOI: 10.1080/10899995.2022.2161772
Christine Schlendorf, Angela M. Kelly, Robert Krakehl
Abstract Student performance in high school Earth Science coursework often depends upon access to high quality teaching and resources. This study employed a non-experimental correlational research design to explore teacher-level and school-level variables and their relationship to students’ Earth Science performance. The theoretical framework is derived from studies that suggest both teacher and organizational characteristics influence students’ academic outcomes. Statewide census data were collected from a sample of Earth Science teachers (N = 2457) and Earth Science students (N = 153,749) in New York State during the 2016–2017 academic year. Teacher-level variables included certification status, professional age, course load in Earth science, and teacher isolation; while the school-level variables included Earth Science performance, test-taking percentage, socioeconomic status, locale, ethnicity, and English language proficiency. Results indicated that nearly a quarter of Earth Science teachers were teaching out-of-field, with a higher incidence in urban schools, where nearly half of all Earth Science teachers were not certified in the subject. A multivariable regression model with a subset of isolated Earth Science teachers (n = 528) indicated student performance was predicted by socioeconomic status, ethnicity, English language proficiency, and the prevalence of Earth Science participation in the school. These findings have implications for policy makers to institute reforms in teacher education and precollege Earth Science instruction, particularly in educational contexts that serve historically marginalized students, with the aim of promoting equity in diverse educational contexts. Recommendations include increasing precollege Earth Science access in the United States, improving pedagogical knowledge, and enhancing the teaching of Earth Science through informal settings.
{"title":"Earth Science course availability, teacher and school-level characteristics as predictors of precollege Earth Science performance","authors":"Christine Schlendorf, Angela M. Kelly, Robert Krakehl","doi":"10.1080/10899995.2022.2161772","DOIUrl":"https://doi.org/10.1080/10899995.2022.2161772","url":null,"abstract":"Abstract Student performance in high school Earth Science coursework often depends upon access to high quality teaching and resources. This study employed a non-experimental correlational research design to explore teacher-level and school-level variables and their relationship to students’ Earth Science performance. The theoretical framework is derived from studies that suggest both teacher and organizational characteristics influence students’ academic outcomes. Statewide census data were collected from a sample of Earth Science teachers (N = 2457) and Earth Science students (N = 153,749) in New York State during the 2016–2017 academic year. Teacher-level variables included certification status, professional age, course load in Earth science, and teacher isolation; while the school-level variables included Earth Science performance, test-taking percentage, socioeconomic status, locale, ethnicity, and English language proficiency. Results indicated that nearly a quarter of Earth Science teachers were teaching out-of-field, with a higher incidence in urban schools, where nearly half of all Earth Science teachers were not certified in the subject. A multivariable regression model with a subset of isolated Earth Science teachers (n = 528) indicated student performance was predicted by socioeconomic status, ethnicity, English language proficiency, and the prevalence of Earth Science participation in the school. These findings have implications for policy makers to institute reforms in teacher education and precollege Earth Science instruction, particularly in educational contexts that serve historically marginalized students, with the aim of promoting equity in diverse educational contexts. Recommendations include increasing precollege Earth Science access in the United States, improving pedagogical knowledge, and enhancing the teaching of Earth Science through informal settings.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45935060","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 : 2023-01-03DOI: 10.1080/10899995.2022.2154935
Natasha N. Woods, Z. Leggett, M. Miriti
Abstract Ecology and environmental (EE) biology has low representation of Black Indigenous and People of Color (BIPOC). Degree completion and career placement in EE often fail due to poor consideration of the intersections among student lived experiences and the academic support, peer community support, mentoring, and leadership development that they receive. The demographic composition of these disciplines, which are situated within the geosciences, differs from the composition of the broader society and will continue to do so until biases associated with the dominant culture are remedied. Lack of diverse representation leaves young people of color unable to visualize themselves in EE careers, which contributes to their not pursuing EE programs, majors, and career placement. As Black ecologists, we share narratives that include lessons gained from our individual journeys through undergraduate, graduate, and postdoctoral positions emphasizing experiences that supported our successful recruitment into our current academic positions. Throughout, we emphasize intersections of identity and persistence in EE. We assert that colorblind interventions to promote diverse participation in EE will be inadequate to affect meaningful increases in BIPOC participation. We highlight the value of diverse mentors, institutional support, and institutional commitment to diversity across multiple institutions. Additionally, we offer recommendations in support of BIPOC student retention in EE and the geosciences. Increasing diversity in EE will involve reassessment of how ecologists and environmental biologists are defined, interventions that support BIPOC retention at all career stages, and critical assessment of cultural biases in EE education and field experiences.
{"title":"The intersections of identity and persistence for retention in ecology and environmental biology with personal narratives from Black women","authors":"Natasha N. Woods, Z. Leggett, M. Miriti","doi":"10.1080/10899995.2022.2154935","DOIUrl":"https://doi.org/10.1080/10899995.2022.2154935","url":null,"abstract":"Abstract Ecology and environmental (EE) biology has low representation of Black Indigenous and People of Color (BIPOC). Degree completion and career placement in EE often fail due to poor consideration of the intersections among student lived experiences and the academic support, peer community support, mentoring, and leadership development that they receive. The demographic composition of these disciplines, which are situated within the geosciences, differs from the composition of the broader society and will continue to do so until biases associated with the dominant culture are remedied. Lack of diverse representation leaves young people of color unable to visualize themselves in EE careers, which contributes to their not pursuing EE programs, majors, and career placement. As Black ecologists, we share narratives that include lessons gained from our individual journeys through undergraduate, graduate, and postdoctoral positions emphasizing experiences that supported our successful recruitment into our current academic positions. Throughout, we emphasize intersections of identity and persistence in EE. We assert that colorblind interventions to promote diverse participation in EE will be inadequate to affect meaningful increases in BIPOC participation. We highlight the value of diverse mentors, institutional support, and institutional commitment to diversity across multiple institutions. Additionally, we offer recommendations in support of BIPOC student retention in EE and the geosciences. Increasing diversity in EE will involve reassessment of how ecologists and environmental biologists are defined, interventions that support BIPOC retention at all career stages, and critical assessment of cultural biases in EE education and field experiences.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46467493","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 : 2022-12-15DOI: 10.1080/10899995.2022.2158025
K. Hannula
{"title":"Developing skills in geoscience courses, honoring 2022 awardees, and seeking a new Editor-in-Chief","authors":"K. Hannula","doi":"10.1080/10899995.2022.2158025","DOIUrl":"https://doi.org/10.1080/10899995.2022.2158025","url":null,"abstract":"","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49389502","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 : 2022-12-12DOI: 10.1080/10899995.2022.2140276
W. Todd, C. Atchison, L. White
The representation of diverse scholars from various ethnic, cultural, and ability groups in the Earth sciences is critically low exhibiting a crucial need and an opportunity to not only increase diversity but also to create agency for diverse scholars (Bowser & Cid, 2021). These needs can be effectively accomplished through the development of innovative strategies that focus on damaging policies, practices, and opinions prevalent within academia as it struggles and create equitable spaces for all to feel supported and welcome (Guillory & Wolverton, 2008; Smythe et al., 2020). VOICES of Integrating Culture in the Earth Sciences (VOICES) is a collaborative program dedicated to identifying persistent issues preventing the retention, representation, and recruitment of all racial, ethnic, and cultural groups currently underrepresented in the Earth sciences. Here we define with intention diverse scholars as those historically underrepresented, as a construct of ableism, gender, sexuality, cultural, and racial identities using asset-based language to capture the intersection of these complex identities (Gomez et al., 2021; Steele, 1997; Steele & Aronson, 1995). Studies have show that brief interventions have positive influences on sense of belonging (e.g., being part of something or feeling welcome, Freeman et al., 2007) and efficacy of identify as a scientist (Syed et al., 2019; Taylor, 2018; Walton & Cohen, 2011; White et al., 2019), of which a majority of these interventions have not been disseminated beyond the small group they originally focused on. As such, the lack of cultural diversity in a dominant white, male, and able-bodied discipline persists and the lack of diversity continues to be alarming (Bowser & Cid, 2021; Sheffield et al., 2021). Various efforts to recruit and retain diverse scholars across a spectrum of racial, cultural, and gender identities have failed to effect meaningful change in the Earth sciences as barriers to inclusion remain (Bell & White, 2020; Estrada et al., 2016; White & Bell, 2019; Yoder, 2016). The intention of the VOICES program is to foster safe spaces that empower diverse scholars to reclaim their voice, to acknowledge the necessity of power sharing by those in positions of power and privilege, and to provide foundational knowledge of belonging, access, justice, equity, diversity, and inclusion (BA-JEDI).
来自不同种族、文化和能力群体的不同学者在地球科学领域的代表性非常低，这表明不仅需要增加多样性，而且需要为不同的学者创建代理机构(Bowser & Cid, 2021)。这些需求可以通过制定创新战略来有效地实现，这些战略侧重于学术界中流行的破坏性政策、做法和观点，并为所有人创造公平的空间，让他们感受到支持和欢迎(Guillory & Wolverton, 2008;Smythe et al.， 2020)。地球科学整合文化之声(VOICES)是一个合作项目，致力于发现阻碍地球科学中目前代表性不足的所有种族、民族和文化群体保留、代表和招募的持续问题。在这里，我们有意将多元学者定义为那些历史上未被充分代表的学者，作为一种残障、性别、性取向、文化和种族身份的结构，使用基于资产的语言来捕捉这些复杂身份的交集(Gomez等人，2021;斯蒂尔,1997;斯蒂尔和阿伦森，1995)。研究表明，短暂的干预对归属感(例如，成为某事物的一部分或感到受欢迎，Freeman等人，2007)和科学家身份认同的有效性有积极影响(Syed等人，2019;泰勒,2018;Walton & Cohen, 2011;White等人，2019)，其中大多数干预措施尚未传播到他们最初关注的小群体之外。因此，在一个占主导地位的白人、男性和身体健全的学科中，文化多样性的缺乏仍然存在，多样性的缺乏继续令人担忧(Bowser & Cid, 2021;Sheffield et al.， 2021)。招收和留住不同种族、文化和性别认同的学者的各种努力未能在地球科学领域产生有意义的变化，因为包容性的障碍仍然存在(Bell & White, 2020;Estrada et al.， 2016;White & Bell, 2019;约,2016)。VOICES计划的目的是营造安全的空间，让不同的学者能够重新表达自己的声音，承认有权力和特权的人分享权力的必要性，并提供归属感、机会、正义、公平、多样性和包容(BA-JEDI)的基础知识。
{"title":"Amplifying the voices of diverse scholars to integrate culture in the Earth sciences","authors":"W. Todd, C. Atchison, L. White","doi":"10.1080/10899995.2022.2140276","DOIUrl":"https://doi.org/10.1080/10899995.2022.2140276","url":null,"abstract":"The representation of diverse scholars from various ethnic, cultural, and ability groups in the Earth sciences is critically low exhibiting a crucial need and an opportunity to not only increase diversity but also to create agency for diverse scholars (Bowser & Cid, 2021). These needs can be effectively accomplished through the development of innovative strategies that focus on damaging policies, practices, and opinions prevalent within academia as it struggles and create equitable spaces for all to feel supported and welcome (Guillory & Wolverton, 2008; Smythe et al., 2020). VOICES of Integrating Culture in the Earth Sciences (VOICES) is a collaborative program dedicated to identifying persistent issues preventing the retention, representation, and recruitment of all racial, ethnic, and cultural groups currently underrepresented in the Earth sciences. Here we define with intention diverse scholars as those historically underrepresented, as a construct of ableism, gender, sexuality, cultural, and racial identities using asset-based language to capture the intersection of these complex identities (Gomez et al., 2021; Steele, 1997; Steele & Aronson, 1995). Studies have show that brief interventions have positive influences on sense of belonging (e.g., being part of something or feeling welcome, Freeman et al., 2007) and efficacy of identify as a scientist (Syed et al., 2019; Taylor, 2018; Walton & Cohen, 2011; White et al., 2019), of which a majority of these interventions have not been disseminated beyond the small group they originally focused on. As such, the lack of cultural diversity in a dominant white, male, and able-bodied discipline persists and the lack of diversity continues to be alarming (Bowser & Cid, 2021; Sheffield et al., 2021). Various efforts to recruit and retain diverse scholars across a spectrum of racial, cultural, and gender identities have failed to effect meaningful change in the Earth sciences as barriers to inclusion remain (Bell & White, 2020; Estrada et al., 2016; White & Bell, 2019; Yoder, 2016). The intention of the VOICES program is to foster safe spaces that empower diverse scholars to reclaim their voice, to acknowledge the necessity of power sharing by those in positions of power and privilege, and to provide foundational knowledge of belonging, access, justice, equity, diversity, and inclusion (BA-JEDI).","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46179993","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 : 2022-12-06DOI: 10.1080/10899995.2022.2147383
K. Viskupic, Julianne A. Wenner, Claire O. Harrigan, G. Shafer
Abstract Undergraduates majoring in geoscience are often unaware of their career options beyond traditional resource industries; they need explicit supports to consider their post-graduation options. This mixed methods study sought to fill gaps in the literature related to the overabundance of solely quantitative studies related to career awareness and the dearth of studies on career awareness courses that are guided by theory. The study investigates the challenges geoscience undergraduate students face when considering a career, what resources students use to find career information, and the benefits of a geoscience career awareness and planning course (career course) rooted in cognitive information processing (CIP) theory. Data were collected via our Career Resource Survey (from both career course participants and a comparison group), course assignments, and focus groups. Findings indicate that many students do not know what careers they can pursue in the geosciences, nor what the specific titles of careers mean (e.g., hydrology technician vs. hydrologist). Undergraduate students report using a variety of resources to learn more about careers and to find jobs, but no particular resource stands out as being primarily used. The career course supported students in terms of guidance, tools, and connecting with geoscience careers. Specifically, the course supported students in exploring myriad geoscience-related careers, identifying the specific steps needed to pursue these careers, meeting and connecting with a variety of people in geoscience careers, and seeing the value of their geoscience degrees. Other geoscience programs may consider creating a similar course, or implementing components of the course as connected to CIP theory. Professional geoscientists and organizations may consider being more proactive in connecting with undergraduate students to support their knowledge of, and transition into, geoscience careers. Being deliberate in exposing undergraduates to geoscience career opportunities may help to attract and keep students engaged in the field, and to graduate geoscientists who are more highly-qualified for the workforce.
{"title":"A mixed methods study of the challenges for geoscience majors in identifying potential careers and the benefits of a career awareness and planning course","authors":"K. Viskupic, Julianne A. Wenner, Claire O. Harrigan, G. Shafer","doi":"10.1080/10899995.2022.2147383","DOIUrl":"https://doi.org/10.1080/10899995.2022.2147383","url":null,"abstract":"Abstract Undergraduates majoring in geoscience are often unaware of their career options beyond traditional resource industries; they need explicit supports to consider their post-graduation options. This mixed methods study sought to fill gaps in the literature related to the overabundance of solely quantitative studies related to career awareness and the dearth of studies on career awareness courses that are guided by theory. The study investigates the challenges geoscience undergraduate students face when considering a career, what resources students use to find career information, and the benefits of a geoscience career awareness and planning course (career course) rooted in cognitive information processing (CIP) theory. Data were collected via our Career Resource Survey (from both career course participants and a comparison group), course assignments, and focus groups. Findings indicate that many students do not know what careers they can pursue in the geosciences, nor what the specific titles of careers mean (e.g., hydrology technician vs. hydrologist). Undergraduate students report using a variety of resources to learn more about careers and to find jobs, but no particular resource stands out as being primarily used. The career course supported students in terms of guidance, tools, and connecting with geoscience careers. Specifically, the course supported students in exploring myriad geoscience-related careers, identifying the specific steps needed to pursue these careers, meeting and connecting with a variety of people in geoscience careers, and seeing the value of their geoscience degrees. Other geoscience programs may consider creating a similar course, or implementing components of the course as connected to CIP theory. Professional geoscientists and organizations may consider being more proactive in connecting with undergraduate students to support their knowledge of, and transition into, geoscience careers. Being deliberate in exposing undergraduates to geoscience career opportunities may help to attract and keep students engaged in the field, and to graduate geoscientists who are more highly-qualified for the workforce.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47762742","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 : 2022-12-06DOI: 10.1080/10899995.2022.2145170
Keshia Durham, Jane Robertson Evia, K. Peterman, K. Grimes, Mónica Medina, M. Brandt
Abstract This case study shares feedback from program alumni who are from underrepresented groups in STEM and who participated in either an undergraduate internship program or a Bridge to Ph.D. program designed to broaden participation in the marine and environmental sciences. The internship program was hosted by a Historically Black College and University (HBCU), in partnership with local collaborators who hosted students. The Bridge to Ph.D. program was co-designed by faculty leaders from the HBCU and faculty partners at a primarily White institution (PWI) who hosted the program on their campus. Interviews were conducted one to four years after participation in one of the programs to learn whether students were still involved in the geosciences and to document the ways they used agency to navigate the marine sciences learning ecosystem. Almost all students were still engaged in the marine and environmental sciences, and all were still engaged in STEM fields. The agency included in their stories reiterates themes from the literature and demonstrates a range of successful pathways that can be encouraged and supported by those striving for inclusion in the geosciences. Results are described in relation to the importance of changing the shared social practices utilized within the geosciences to support inclusion, particularly regarding how success is defined.
{"title":"Navigating learning ecosystems: Exploring students’ use of agency in marine and environmental sciences","authors":"Keshia Durham, Jane Robertson Evia, K. Peterman, K. Grimes, Mónica Medina, M. Brandt","doi":"10.1080/10899995.2022.2145170","DOIUrl":"https://doi.org/10.1080/10899995.2022.2145170","url":null,"abstract":"Abstract This case study shares feedback from program alumni who are from underrepresented groups in STEM and who participated in either an undergraduate internship program or a Bridge to Ph.D. program designed to broaden participation in the marine and environmental sciences. The internship program was hosted by a Historically Black College and University (HBCU), in partnership with local collaborators who hosted students. The Bridge to Ph.D. program was co-designed by faculty leaders from the HBCU and faculty partners at a primarily White institution (PWI) who hosted the program on their campus. Interviews were conducted one to four years after participation in one of the programs to learn whether students were still involved in the geosciences and to document the ways they used agency to navigate the marine sciences learning ecosystem. Almost all students were still engaged in the marine and environmental sciences, and all were still engaged in STEM fields. The agency included in their stories reiterates themes from the literature and demonstrates a range of successful pathways that can be encouraged and supported by those striving for inclusion in the geosciences. Results are described in relation to the importance of changing the shared social practices utilized within the geosciences to support inclusion, particularly regarding how success is defined.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45439421","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 : 2022-11-15DOI: 10.1080/10899995.2022.2138725
J. Lanicci, Sarah K. McCorrison
Abstract We propose the formal inclusion of the K-12 education system as a critical step to achieving the National Weather Service’s (NWS) vision of a Weather Ready Nation (WRN). The WRN is a NWS initiative to build resilience within the U.S. population to extreme weather, water, and climate events, and includes considerable research investments in science and technology and social, behavioral, and economic science (SBES). The SBES research has been focused on weather communications/messaging and development of impacts-based products, with the goal of better-informed decisions by the public during hazardous weather. While there is a long history of educators working with meteorological professionals on educational initiatives within the K-12 system, the majority of these efforts have involved individual educator initiatives. We believe that including K-12 educators as formal stakeholders in the NWS WRN strategy is one of the most effective ways to reach the greatest segment of the population, and our limited literature review reveals evidence of educational efforts leading to better preparedness. We suggest that formally integrating K-12 educators as partners can best be accomplished by creating a committee of NWS meteorologists, emergency managers, school administrators, and faculty in order to ensure that each partner’s concerns are addressed. The curriculum itself should be designed to “connect the dots” from meteorological theory to hazardous weather, hazard products and understanding them to make safe, informed decisions during dangerous weather. We recommend testing this curriculum through a pilot study in a single district or school, with a longitudinal component to monitor its effectiveness.
{"title":"Why K-12 education is important to achieving a Weather-Ready Nation","authors":"J. Lanicci, Sarah K. McCorrison","doi":"10.1080/10899995.2022.2138725","DOIUrl":"https://doi.org/10.1080/10899995.2022.2138725","url":null,"abstract":"Abstract We propose the formal inclusion of the K-12 education system as a critical step to achieving the National Weather Service’s (NWS) vision of a Weather Ready Nation (WRN). The WRN is a NWS initiative to build resilience within the U.S. population to extreme weather, water, and climate events, and includes considerable research investments in science and technology and social, behavioral, and economic science (SBES). The SBES research has been focused on weather communications/messaging and development of impacts-based products, with the goal of better-informed decisions by the public during hazardous weather. While there is a long history of educators working with meteorological professionals on educational initiatives within the K-12 system, the majority of these efforts have involved individual educator initiatives. We believe that including K-12 educators as formal stakeholders in the NWS WRN strategy is one of the most effective ways to reach the greatest segment of the population, and our limited literature review reveals evidence of educational efforts leading to better preparedness. We suggest that formally integrating K-12 educators as partners can best be accomplished by creating a committee of NWS meteorologists, emergency managers, school administrators, and faculty in order to ensure that each partner’s concerns are addressed. The curriculum itself should be designed to “connect the dots” from meteorological theory to hazardous weather, hazard products and understanding them to make safe, informed decisions during dangerous weather. We recommend testing this curriculum through a pilot study in a single district or school, with a longitudinal component to monitor its effectiveness.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45409541","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 : 2022-11-15DOI: 10.1080/10899995.2022.2138067
Rachel Ndembera, H. Ray, Lisa Shah, Gregory T. Rushton
Abstract A large body of work has shown that science teacher knowledge is one of the most fundamental components of effective teaching and learning. Our study analyzes the Praxis® Earth and Space Science Content Knowledge Test (ESS CKT) from May 2006 to June 2016. We present one of the largest datasets comprising 11,273 ESS teacher candidates in order to provide information about their demonstrated ESS CK. Understanding that the benefits associated with teacher retention outweigh the cost of hiring new teachers, our results can be used to design targeted professional learning (PL) experiences for pre- and inservice teachers. Findings from this study are particularly useful while planning inservice topic specific PL for teachers pre- and inservice ESS teachers by answering the following research questions (1) How have examinees performed as a whole in each category on the Praxis® ESS CKT? (2) Which personal and/or professional characteristics are most associated with examinee performance in each category and how does this inform professional learning? Examinee performance at the category level was analyzed through a five-part process: 1. Confirmatory Factor Analysis: 2. Percent correct; 3. Regression; 4. ANOVA; 5. Scaled points lost. Our findings revealed that examinees demonstrated strongest performance in the topics assessing Earth’s Atmosphere & Hydrosphere, Earth Materials & Surface Processes, and Tectonics & Internal Earth Processes and identity History of the Earth and its Life-Forms as topics in need of support. Across categories, we found differences in achievement associated with undergraduate major, gender, and ethnicity. Test-takers with geoscience majors consistently lost fewer points than their out-of-field counterparts, that men outperformed women in the study, and White test-takers lost fewer scaled points than Black and Hispanic candidates. Our recommendations include reviewing our results for alignment with state standards in order to develop comprehensive CK development that will be used as an anchor for focused support on those topics where test-takers tend to demonstrate lowest proficiency.
{"title":"Analysis of category level performance on the Praxis® earth and space science: Content knowledge test: Implications for professional learning","authors":"Rachel Ndembera, H. Ray, Lisa Shah, Gregory T. Rushton","doi":"10.1080/10899995.2022.2138067","DOIUrl":"https://doi.org/10.1080/10899995.2022.2138067","url":null,"abstract":"Abstract A large body of work has shown that science teacher knowledge is one of the most fundamental components of effective teaching and learning. Our study analyzes the Praxis® Earth and Space Science Content Knowledge Test (ESS CKT) from May 2006 to June 2016. We present one of the largest datasets comprising 11,273 ESS teacher candidates in order to provide information about their demonstrated ESS CK. Understanding that the benefits associated with teacher retention outweigh the cost of hiring new teachers, our results can be used to design targeted professional learning (PL) experiences for pre- and inservice teachers. Findings from this study are particularly useful while planning inservice topic specific PL for teachers pre- and inservice ESS teachers by answering the following research questions (1) How have examinees performed as a whole in each category on the Praxis® ESS CKT? (2) Which personal and/or professional characteristics are most associated with examinee performance in each category and how does this inform professional learning? Examinee performance at the category level was analyzed through a five-part process: 1. Confirmatory Factor Analysis: 2. Percent correct; 3. Regression; 4. ANOVA; 5. Scaled points lost. Our findings revealed that examinees demonstrated strongest performance in the topics assessing Earth’s Atmosphere & Hydrosphere, Earth Materials & Surface Processes, and Tectonics & Internal Earth Processes and identity History of the Earth and its Life-Forms as topics in need of support. Across categories, we found differences in achievement associated with undergraduate major, gender, and ethnicity. Test-takers with geoscience majors consistently lost fewer points than their out-of-field counterparts, that men outperformed women in the study, and White test-takers lost fewer scaled points than Black and Hispanic candidates. Our recommendations include reviewing our results for alignment with state standards in order to develop comprehensive CK development that will be used as an anchor for focused support on those topics where test-takers tend to demonstrate lowest proficiency.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45865181","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 : 2022-10-24DOI: 10.1080/10899995.2022.2135351
Jack D. Polifka, C. Cervato, T. Holme
Abstract Spatial reasoning ability is key to an individual’s understanding of geology and geosciences more broadly. One reason why is because spatial ability allows individuals to use multiple external representations (MERs) to understand information that they cannot normally interact with directly, such as the Earth. This article presents results from two studies that investigate the relationship between students’ understanding of plate tectonics and their use of MERs along with spatial ability more broadly. Students’ spatial ability was measured using the Perspective Taking Spatial Orientation Test, Water Level Task, and Purdue Spatial Visualization Tests: Visualization of Rotations. Students’ understanding of plate tectonics was measured using a variable representation assessment. This type of assessment lets students actively use different MERs as answer options. The results of the two studies suggest that spatial ability did not have a direct relationship with students’ scores on the plate tectonics assessment. Instead, students’ understanding of plate tectonics may be better understood through their prior knowledge of the subject and their use of MERs. Specifically, their collective increased attention in using one particular type of representation. More research should be conducted to further understand what scenarios spatial ability aids students’ understanding of plate tectonics and other areas of geosciences.
{"title":"Measuring the role of spatial ability and multiple external representations in introductory geology students’ knowledge of plate tectonics","authors":"Jack D. Polifka, C. Cervato, T. Holme","doi":"10.1080/10899995.2022.2135351","DOIUrl":"https://doi.org/10.1080/10899995.2022.2135351","url":null,"abstract":"Abstract Spatial reasoning ability is key to an individual’s understanding of geology and geosciences more broadly. One reason why is because spatial ability allows individuals to use multiple external representations (MERs) to understand information that they cannot normally interact with directly, such as the Earth. This article presents results from two studies that investigate the relationship between students’ understanding of plate tectonics and their use of MERs along with spatial ability more broadly. Students’ spatial ability was measured using the Perspective Taking Spatial Orientation Test, Water Level Task, and Purdue Spatial Visualization Tests: Visualization of Rotations. Students’ understanding of plate tectonics was measured using a variable representation assessment. This type of assessment lets students actively use different MERs as answer options. The results of the two studies suggest that spatial ability did not have a direct relationship with students’ scores on the plate tectonics assessment. Instead, students’ understanding of plate tectonics may be better understood through their prior knowledge of the subject and their use of MERs. Specifically, their collective increased attention in using one particular type of representation. More research should be conducted to further understand what scenarios spatial ability aids students’ understanding of plate tectonics and other areas of geosciences.","PeriodicalId":35858,"journal":{"name":"Journal of Geoscience Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42037549","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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