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Showing 1 to 15 of 63 results Save | Export
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Meryssa Piper; Jessica Frankle; Sophia Owens; Blake Stubbins; Lancen Tully; Katherine Ryker – Journal of Geoscience Education, 2025
Rock and mineral labs are fundamental in traditional introductory geology courses. Successful implementation of these lab activities provides students opportunities to apply content knowledge. Inquiry-based instruction may be one way to increase student success. Prior examination of published STEM labs indicates that geology labs, particularly…
Descriptors: Geology, Introductory Courses, Laboratory Experiments, Inquiry
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Shannon Hogan; Juanita Urban-Rich – Journal of Geoscience Education, 2025
The goal of this research was to test the effectiveness of a new science curriculum focused on increasing awareness and knowledge of microplastic pollution in middle school students. The curriculum utilized three teaching methods including lectures, object-mediated learning, and peer collaboration to enhance student engagement and learning. The 84…
Descriptors: Middle School Students, Plastics, Pollution, Science Education
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Teasdale, Rachel; Aird, Hannah – Journal of Geoscience Education, 2023
In response to geoscience education research and calls for the need to reform STEM teaching in higher education, many geoscience faculty are adopting research-based pedagogies to improve student learning in their courses. Our own effort to reform our introductory geology course included daily student-centered activities and other reforms we…
Descriptors: Multiple Choice Tests, Active Learning, Evaluation Methods, Earth Science
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T. Meixner; B. Ciancarelli; E. P. Farrell; D. Silva García; T. Josek; M. M. Kelly; P. Meister; D. Soule; R. Darner – Journal of Geoscience Education, 2024
Learning in asynchronous online environments has gained importance over the last several decades, and educational environment shifts from the COVID-19 pandemic appear to have increased this need. Science educators and students need information about which approaches work in the asynchronous environment where informal feedback tends to be reduced,…
Descriptors: Learner Engagement, Climate, Asynchronous Communication, Science Education
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Jones, Jabari C.; Washko, Susan – Journal of Geoscience Education, 2022
Field experiences are a fundamental and well-loved tool for teaching in the natural sciences. However, a number of concerns threaten continued incorporation of field experiences into courses, including increased class sizes, strained finances, legal liability, accessibility concerns, and the effects of COVID-19. Because of these barriers, it is…
Descriptors: Higher Education, Field Trips, Academic Achievement, Active Learning
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Lukes, Laura A.; Jones, Jason P.; McConnell, David A. – Journal of Geoscience Education, 2021
Self-regulated learning (SRL) models provide a framework for understanding the observed variance of student performance in geoscience learning contexts. Instructors can potentially use a SRL framework to support students in self-identifying the specific approaches to learning they use when engaging in geoscience learning situations (coursework,…
Descriptors: Independent Study, Science Education, Geology, College Science
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James, Nicole M.; Kreager, Bailey Zo; LaDue, Nicole D. – Journal of Geoscience Education, 2022
To support student construction of knowledge during class meetings, there is a growing demand to incorporate active learning practices. However, 'active learning' can range from occasionally voting on a multiple-choice question, to spending all of class time on worksheets. Consequently, the outcomes of active learning course reforms vary widely.…
Descriptors: Teaching Methods, Learning Activities, Introductory Courses, Geology
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Arthurs, Leilani A.; Kowalski, Chelsie M. – Journal of Geoscience Education, 2022
Water sciences education is paramount to sustainable groundwater resource management, especially of drinking water, but misunderstandings about groundwater among non-experts remain widespread. Groundwater residence is an especially challenging concept to learn because it is not directly visible in typical circumstances. The present study uses a…
Descriptors: Water, Environmental Education, Cognitive Processes, Active Learning
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LaDue, N. D.; McNeal, P. M.; Ryker, K.; St. John, K.; van der Hoeven Kraft, K. J. – Journal of Geoscience Education, 2022
Active learning research emerged from the undergraduate STEM education communities of practice, some of whom identify as discipline-based education researchers (DBER). Consequently, current frameworks of active learning are largely inductive and based on emergent patterns observed in undergraduate teaching and learning. Alternatively, classic…
Descriptors: Active Learning, Teaching Methods, Learning Processes, Undergraduate Students
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Ma, Ankun; van der Flier-Keller, Eileen; Zandvliet, David; Cameron, Kevin – Journal of Geoscience Education, 2022
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…
Descriptors: Earth Science, Environmental Education, Elementary School Teachers, Secondary School Teachers
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Indorf, Jane L.; Benabentos, Rocio; Daubenmire, Patrick; Murasko, Donna; Hazari, Zahra; Potvin, Geoff; Kramer, Laird; Marsteller, Pat; Thompson, Katerina V.; Cassone, Vincent M.; Stanford, Jennifer S. – Journal of Geoscience Education, 2021
Despite decades of research indicating that active learning techniques (ALTs) are more effective than traditional lecture, ALTs are not widely implemented in STEM undergraduate classrooms. While ALT implementation is happening in a number of disciplines, including the geosciences, most STEM teaching remains lecture-based. Understanding the…
Descriptors: Predictor Variables, Active Learning, Nontenured Faculty, Tenure
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Sandra McLaren; Eleanor C. R. Green; Marion Anderson; Melanie Finch – Journal of Geoscience Education, 2024
In the Australian state of Victoria, the city of Melbourne endured the world's longest number of lockdown days, with severe government health orders and travel restrictions in place for extended periods of 2020 and 2021. In common with others, we found the provision of field teaching in introductory geology, structural geology, and volcanology,…
Descriptors: Active Learning, Peer Teaching, Geology, Teaching Methods
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Dunkle, Kallina M.; Yantz, Jennifer L. – Journal of Geoscience Education, 2021
Flipped instruction is not new and the literature is extensive with examples of flipped courses. However, there is a lack of studies with a structured, methodical approach to flipped design, implementation, and evaluation of its effectiveness. An upper division geology course was flipped to allow focus on higher-level concepts, especially…
Descriptors: Flipped Classroom, Curriculum Implementation, Curriculum Design, College Science
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Haroldson, Erik L. – Journal of Geoscience Education, 2022
Improvisational or "improv" theater is a live form where the elements of a scene are made up during the performance. Research in various academic disciplines has found the use of improv in classrooms beneficial. However, there is no such literature of use in the geosciences. Presented here are the results from two semesters of nearly…
Descriptors: Creative Activities, Earth Science, Educational Games, Mineralogy
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Salgado-Jauregui, Estefanía; Martindale, Rowan C.; Ellins, Katherine; Reyes, Enrique; Weiss, Anna – Journal of Geoscience Education, 2022
Although many have suggested the use of games to motivate active learning, studies that evaluate the learning outcomes of games with high school students are scarce. Here, we present the evaluation of the board game "Taphonomy: Dead and Fossilized" as an active learning tool to teach fossilization and Earth systems thinking with rising…
Descriptors: Outcomes of Education, Educational Games, High School Students, Summer Programs
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