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12 recordsLinked to original sources
USGS2018

The ongoing educational anomaly of earth science placement

The geosciences have traditionally been viewed with less “academic prestige” than other science curricula. Among the results of this perception are depressed K-16 enrollments, Earth Science assignments to lower-performing students, and relegation of these classes to sometimes under-qualified educators, all of which serve to confirm the widely-held misconceptions. An Earth Systems course developed at San José State University demonstrates the difficulty of a standard high school Earth science curriculum, while recognizing the deficiencies in pre-college Earth science education. Restructuring pre-college science curricula so that Earth Science is placed as a capstone course would greatly improve student understanding of the geosciences, while development of Earth systems courses that infuse real-world and hands-on learning at the college level is critical to bridging the information gap for those with no prior exposure to the Earth sciences. Well-crafted workshops for pre-service and inservice teachers of Earth Science can help to reverse the trends and unfortunate “status” in geoscience education.

Journal of Geoscience Education↗
USGS2024

K-12 trade books’ representation of earthquake safety and protective actions: A content analysis

Meaningful learning resources for earthquake safety and survival have become an increasingly important topic among geoscientists, especially educators and researchers. Various members of the public, especially K-12 (ages 5–18) learners, continue to depend on scientific trade books available at their local public and school libraries for information about earthquake concepts. To our knowledge, no research has empirically examined how trade books represent earthquake safety and survival actions. In this research, we combine an iterative qualitative inductive and deductive analysis to explore the representation of earthquake safety and protective actions in 50 trade books. We categorize these actions into time-based practices related to preparedness before an earthquake, protective actions during an earthquake, and recovery after an earthquake. These trade books emphasize preparedness by means of building earthquake-resistant structures and urban planning, and efforts toward community resilience and keeping home supplies. The recommended personal protective action during an earthquake in the United States (“Drop, Cover, and Hold On”) is emphasized in the majority of the trade books, as well as other protective actions related to emotional actions and current technological automated actions such as earthquake early warning systems. Finally, the books highlight actions such as damage evaluation and support as ways to recover after an earthquake. Our findings highlight the issues between accepted earthquake safety and survival actions and the limited and/or inaccurate knowledge represented in some trade books. We provide interpretations of how presentation of limited or inaccurate information may increase confusion about appropriate protective actions. The inclusion of accepted and recommended protective actions in future trade books and the use of earthquake drills in public libraries as a supplement for trade book users may improve understanding and implementation of appropriate actions. We further demonstrate the potential of trade book contents in fostering earthquake education through library-community partnerships.

Journal of Geoscience Education↗
USGS2018

Calibrated peer review assignments for the earth sciences

Calibrated Peer Review ™ (CPR), a web-based instructional tool developed as part of the National Science Foundation reform initiatives in undergraduate science education, allows instructors to incorporate multiple writing assignments in large courses without overwhelming the instructor. This study reports successful implementation of CPR in a large, introductory geology course and student learning of geoscience content. For each CPR assignment in this study, students studied web-based and paper resources, wrote an essay, and reviewed seven essays (three from the instructor, three from peers, and their own) on the topic. Although many students expressed negative attitudes and concerns, particularly about the peer review process of this innovative instructional approach, they also recognized the learning potential of completing CPR assignments. Comparing instruction on earthquakes and plate boundaries using a CPR assignment vs. an instructional video lecture and homework essay with extensive instructor feedback, students mastered more content via CPR instruction.

Journal of Geoscience Education↗
USGS2006

Teachers doing science: An authentic geology research experience for teachers

Fairmont State University (FSU) and the West Virginia Geological and Economic Survey (WVGES) provided a small pilot group of West Virginia science teachers with a professional development session designed to mimic experiences obtained by geology majors during a typical summer field camp. Called GEOTECH, the program served as a research capstone event complimenting the participants' multi-year association with the RockCamp professional development program. GEOTECH was funded through a Improving Teacher Quality Grant administered by West Virginia Higher Education Policy Commission. Over the course of three weeks, eight GEOTEACH participants learned field measurement and field data collection techniques which they then applied to the construction of a surficial geologic map. The program exposed participants to authentic scientific processes by emphasizing the authentic scientific application of content knowledge. As a secondary product, it also enhanced their appreciation of the true nature of science in general and geology particular. After the session, a new appreciation of the effort involved in making a geologic map emerged as tacit knowledge ready to be transferred to their students. The program was assessed using pre/post instruments, cup interviews, journals, artifacts (including geologic maps, field books, and described sections), performance assessments, and constructed response items. Evaluation of the accumulated data revealed an increase in participants demonstrated use of science content knowledge, an enhanced awareness and understanding of the processes and nature of geologic mapping, positive dispositions toward geologic research and a high satisfaction rating for the program. These findings support the efficacy of the experience and document future programmatic enhancements.

Journal of Geoscience Education↗
USGS2006

Helping Students make the transition from novice learner of ground-water concepts to expert using the Plume Busters software

Environmental and earth science students are novice learners and lack the experience needed to rise to the level of expert. To address this problem we have developed the prototype Plume Busters?? software as a capstone educational experience, in which students take on the role of an environmental consultant. Following a pipeline spill, the environmental consultant is hired by the pipeline owner to locate the resulting plume created by spill and remediate the contaminated aquifer at minimum monetary and time cost. The contamination must be removed from the aquifer before it reaches the river and eventually a downstream public water supply. The software consists of an interactive Java application and accompanying HTML linked pages. The application simulates movement of a plume from a pipeline break throug h a shallow alluvial aquifer towards the river. The accompanying web pages establish the simulated contamination scenario and provide students with background material on ground-water flow and transport principles. To make the role-play more realistic, the student must consider cost and time when making decisions about siting observation wells and wells for the pump-and-treat remediation system.

Journal of Geoscience Education↗
USGS2018

An on-campus well field for hydrogeophysics education and undergraduate research

The emerging subdiscipline of hydrogeophysics is underdeveloped in undergraduate curricula relative to its importance in professional engineering/environmental practice. In 2001, the Bucknell Department of Geology initiated efforts to refocus an undergraduate geophysics course on near-surface geophysical methods for hydrologic, environmental, and engineering problems. In addition to offering students practical experience, treatment of hydrogeophysics provides important pedagogical opportunities. Field-based hydrogeophysics labs challenge students to integrate concepts from other geology courses, as well as from physics, math, and chemistry. We faced two challenges in revising our geophysics course: (1) access to wells for field exercises on borehole geophysics; and (2) the costs of acquiring and maintaining equipment. We pursued two strategies to solve these problems. First, we established an on-campus well field, which serves as a field laboratory for downhole and cross-hole experiments. Second, we incorporated field demonstrations and lectures by professional geoscientists, including alumni, into our courses. By adding field exercises to our syllabi and promoting undergraduate research, we are building a cutting-edge dataset that includes televiewer and standard wellbore logging, cross-hole tomography, and hydraulic-test data. Student-led analysis of these data has already provided valuable insights into the control of fractures on aquifer properties, and these observations are being combined with outcrop studies to place our results in a more regional context.

Pennsylvania↗
USGS2025

Impact of a place-based role-playing exercise on student sense of classroom community and science identity in a hydrology class

Fostering a sense of classroom community in earth science classes supports students’ sense of belonging within the classroom and the broader scientific community, helping them build a sense of identity as a geoscientist. This study examines the effects of incorporating a 2-week, collaborative role-playing activity on sense of classroom community and science identity in an introductory hydrology class. Students assumed roles of residents, medical center representatives, government employees, and environmental activists to learn about flooding through a community-centered lens, focusing on a flood event in Harris County, Texas during Tropical Storm Allison. Pre-post-surveys were given immediately before and after the learning module to evaluate classroom community, science identity using Likert scales, and hydrologist identity using a pictorial scale. Qualitative analysis of a short-answer question in which students defined “hydrologist” provided context for quantitative identity data. Post-survey data on classroom community shows an increase in mean agreement as compared to the pre-survey. This increase was statistically significant for four classroom community statements. Paired science identity data show small effect size and no significant change, but pictorial identity as a hydrologist shows significant growth. Social aspects of the role-playing activity did not significantly alter student’s already high science identity but altered their conceptions of the social implications of hydrology and increased identity as hydrologists. The significant increase in classroom community has important implications for using role-playing as an active learning strategy to enhance student learning experience by creating a positive classroom climate and connecting hydrology concepts to community needs.

Journal of Geoscience Education↗
USGS2018

A laboratory exercise in experimental bioimmuration

A paleobiology laboratory exercise using lunch meat, cheeses, and condiments provides a means for studying a method of fossil preservation called “bioimmuration.” The exercise also has students deal with problems associated with other aspects of taphonomy, taxonomy, and paleoecology.

Journal of Geoscience Education↗
USGS2018

The art, history, and geoscience of Hindustan Whetstone gravestones in Indiana

Cemeteries can be intriguing places to people, in part because of a fascination with death but also because of the quiet solitude and artistic beauty found there. Many grave monuments are really works of art and can be appreciated on that basis alone. Cemeteries can also serve as teaching laboratories for geologists. Monument types, carving styles, ornamentation, and durability are all related, to some extent, to the type of rock used. The older the monument dates the more variability one can see in the character of the stones. Pioneer cemeteries in southern Indiana, some of which date back to the early 1800s, can be used to teach concepts in mineralogy, depositional environments, and paleoastronomy. This can be very useful to someone teaching some of the basic concepts of geology.

Indiana↗
USGS2018

A guided inquiry approach to learning the geology of the U.S

A guided inquiry exercise has been developed to help teach the geology of the U.S. This exercise is intended for use early in the school term when undergraduate students have little background knowledge of geology. Before beginning, students should be introduced to rock types and have a basic understanding of geologic time. This exercise uses three maps: the U.S. Geological Survey's "A Tapestry of Time and Terrain" and "Landforms of the Conterminous United States" maps, and a geologic map of the United States. Using these maps, groups of 3 to 5 students are asked to identify between 8 and 12 geologic provinces based on topography, the age of rocks, and rock types. Each student is given a blank outline map of the contiguous U.S. and each group is given a set of the three maps and colored pencils; as a group, students work to define regions in the U.S. with similar geology. A goal of 8 to 12 geologic provinces is given to help establish the level of detail being asked of students. One member of each group is asked to present their group's findings to the class, describing their geologic provinces and the reasoning behind their choices.

Journal of Geoscience Education↗
USGS2018

Integration of potential-field and digital geologic data for two North American geoscience transects

Two North American contributions to the Global Geoscience Transects Program, the Quebec-Maine-Gulf of Maine transect and the Great Lakes portion of the United States-Canadian Border transect, are among the first to produce digital geology in a form that can be combined with gridded gravity and aeromagnetic data. Maps of shaded relief and color-composite bandpass-filtered potential-field data combined with overlays of digitized geologic contacts and faults reveal significant new geologic information, including the relative thickness of plutons, the structure of poorly exposed or concealed magnetic units, and possible evidence for mineralized ground. Mechanisms for capturing digital geology by use of scanners, commercial geographic information systems (GIS) software packages, and public-domain PC-based software packages are illustrated by examples from these two transects. The digital geology is combined with the potential field data by use of in-house raster-based image-processing software and commercial hardware. Geologic cross sections constructed along the transects may be tested and refined by using 2-D and 2.5-D magnetic- and gravity-modeling software. The integrated data sets ultimately allow construction of 3-D models of the crust within the transects.

Journal of Geological Education↗