Geocognition research into how people make decisions about the planet could save lives. Although many people may not realize it, the geosciences are vitally important to our society – for examples, geoscientists find the precious metals that we need for modern technology, find clean water and identify sources of water contamination, predict the impacts of climate change from coastal communities to the high mountains, and investigate the myriad natural hazards that exist on the planet. If only the geosciences were a bigger part of our high school curriculum…perhaps people would have a better understanding of what to do during and after an earthquake, a tornado, or a flash flood. These natural hazards can be dangerous, but good decision-making can make the difference between life and death.
I have always admired Robert Sternberg’s work, and was lucky enough to see him give a keynote at a conference. His research is amazing, but I think this advice to other academics is even better!
Patricia (Paty) Jaimes will be joining the Geocognition Research Lab as a new graduate student in July 2015. She was chosen to give the commencement speech at Northeastern Illinois University. Check her out and get inspired!
Kyler Stanley was the lucky recipient of the MSU Geological Sciences Alumni Field Camp Award for 2014-15. In the department’s language: “This fellowship is made possible by a generous gift from the Department of Geological Sciences Endowment and is intended to recognize and encourage students who have demonstrated the capacity to achieve educational and professional goals, the motivation to achieve these goals and the initiative to seek opportunities to further their progress.”
Congratulations, Kyler, and enjoy field camp!
The GRL is pleased to announce that a new publication “Visual Representations on High School Biology, Chemistry, Earth Science, and Physics Assessments” is in press and available through Springer’s online pre-publication system: http://link.springer.com/article/10.1007/s10956-015-9566-4. Congratulations to the paper’s first author, former graduate student and now Assistant Professor Nicole LaDue.
The GRL is proud to announce the print publication of our paper eye tracking gestures during weather forecasts:
Drost, R., Trobec, J., Steffke, C., Libarkin, J., 2015, Eye tracking: Evaluating the impact of gesturing during televised weather forecasts: Bulletin of the American Meteorological Society, v. 96, p. 387–392.
A couple of years ago the question of where discipline-based education research (DBER) should be published came up in conversation, and I did an informal survey of DBER faculty at my institution to determine where they publish and what they read. In essence, which journals are part of their scholarly conversations? I compiled the list of unique journals that my colleagues suggested, and wanted to share it more broadly. I also added in a few additional and reputable publishing opportunities that have arisen in the meantime. Note that this is NOT a comprehensive of all good journals. Rather, this is a list that originated from a consensus of top journals used by DBER scholars. Email me if you think a top or high quality new journal needs to be added!
*Interestingly, only a subset (65%) of these journals are indexed by Thomson Reuters – anyone else wish they would expand their offerings or abandon the practice of assigning impact altogether? My institution seems like it wants to discount my scholarship because my field has a non-ISI journal as its main journal. Whether indexed by Thomson Reuters or not, always check Beall’s list to make sure your work is published in the highest quality places!
Advances in Physiology Education
Biochemistry and Molecular Biology Education
CBE Life Science Education
Evolution: Education and Outreach
Journal of Microbiology and Biology Education
Journal of Natural Resources and Life Sciences Education (also listed in Earth System Science)
Earth System Science/Environmental Science
Bulletin of the American Meteorological Society
Environmental Education Research
Geosphere (special theme)
International Journal of Environmental and Science Education
Journal of Environmental Education
Journal of Geography in Higher Education
Journal of Geoscience Education
Journal of Natural Resources and Life Sciences Education (also listed in Bioscience)
HIGHER EDUCATION/EDUCATION/PSYCHOLOGY JOURNALS
Active Learning in Higher Education
American Educational Research Journal
Assessment and Evaluation in Higher Education
British Journal of Educational Psychology
Cognition and Instruction
International Journal of Higher Education
International Journal of Science Education
Journal of Educational Psychology
Journal of Research in Science Teaching
Journal of Science Education and Technology
Journal of Science Teacher Education
Journal of the Learning Sciences
Research in Science Education
Review of Educational Research
Teaching and Teacher Education
GEOSPHERE is an online journal published by the Geological Society of America (ISI impact = 2.7). The Human Dimensions in Geoscience theme is intended to bring together research that sits at the boundary between geoscience, broadly construed, and social science. This offers an opportunity for communication, education, sociology, anthropology, or similar scholars to interact with each other and reach mainstream scientists. I would personally love to see work from many different communities come together in GEOSPHERE to help build connections across different, yet very similar, research fields.
INVITING SUBMISSIONS TO GEOSPHERE THEME: HUMAN DIMENSIONS IN THE GEOSCIENCE
GEOSPHERE – a journal of the Geological Society of America – periodically runs theme-specific issues. These issues contain collections of articles devoted to the same topic or region and span multiple issues of the journal. Papers are published in regular Geosphere issues as they are accepted, and then each themed issue appears on a separate web page where all themed-issue papers are grouped. Theme issues remain open for two or more years and submissions are accepted on a rolling basis, allowing authors to submit manuscripts as work is completed rather than to meet a specific deadline.
HUMAN DIMENSIONS IN THE GEOSCIENCE
This themed issue will focus on the research that occurs at the interface between geoscience, broadly construed, and social science. Political science, education, history, philosophy, communication, information science, diversity studies, and similar fields can help illuminate some of the most vexing issues facing the geosciences. Best practices for communicating climate science, for example, emerge when deep understanding of geoscience intersects graphic design. Similarly, the solutions to the immediate and future need to train more geoscience students may lie in lessons already learned by diversity and access scholars. This special issue will provide a venue for researchers investigating human dimensions in geoscience to share research findings with each other and the broader geoscience community. We encourage submission of high quality research that sits at the interface between geoscience and social science, including science communication, science policy, history and philosophy of science, learning in formal and informal settings, diversity in science, and similar fields.
To submit a paper for this issue, go to www.editorialmanager.com/geosphere/ and be sure to note in your cover letter that this submission is for the “Human Dimensions in Geoscience” themed issue. This special issue will remain open for two years and submissions will be accepted on a rolling basis.
I am happy to see the Chronicle of Higher Education tackle science training for non-scientists. This article references some well known scholars (Miller, Kahan) and even one of my favorite geologists (Ed Nuhfer). These are people who think deeply about scientific literacy, pedagogy, or both. Scientific literacy is important for scientists, for politicians, for everyday decision-making. Personally, I think critical thinking ability is more important than knowing the facts of science, and is a vital skill that is under-taught to everyone, including scientists. See, for example, a critical thinking MOOC I worked on with my colleague Stephen Thomas and many others. So, good for the Chronicle for bringing the importance of scientific literacy to light.
However, the article is rife with misconceptions about effective teaching. Note the first photograph of a lecturer in the front of a classroom – not necessarily the most effective pedagogical approach, although certainly the most common in undergraduate science courses. Note, too, the second photograph of a typical lecture hall – difficult to do much more than lecture in one of these very common spaces. Group work is possible in these lecture halls, but unwieldy and difficult without a “bevy of teaching assistants who roam around ready to clear up misconceptions“. My institution certainly won’t pay for one teaching assistant in my lecture hall, let alone many. Most difficult for me, the article describes a workshop in which faculty and graduate students trade teaching tips. Sadly, the one tip offered “Write exam questions after each class to better align teaching with assessment” flies in the face of what we know about good pedagogical design. Assessments should be tightly aligned with goals for student learning, not with what happens to be taught in the classroom. Figure out what you want students to learn, figure out how you will know if students have learned, and only then should you figure out how you will teach for effective learning. That’s good practice. Just ask Wiggins and McTighe of Backward Design fame. Other instructional design theories exist beyond Backward Design, of course, but none seem evident in this article.
Science instruction at the college level will probably only become effective when: 1) Large research institutions start to value instruction as much as they do research. This seems unlikely given the push for more and more grant-getting on the part of faculty; and/or 2) Students demand courses that are designed for effective learning as documented by educational research – courses that are more interactive, smaller, and/or take advantage of cutting-edge instructional technologies; and/or 3) Faculty demand training in pedagogy as part of their own professional development. Teachers in the elementary and secondary classroom routinely undergo proscribed professional development. Why don’t college faculty get trained to teach as a matter of normal practice?