tag:blogger.com,1999:blog-83054636669615650812010-03-11T23:02:29.161-07:00The Journal of Geoscience Education (JGE)http://www.blogger.com/profile/03000834810752897602noreply@blogger.comBlogger14125tag:blogger.com,1999:blog-8305463666961565081.post-42573956859171387612009-11-01T00:00:00.016-06:002010-03-11T23:02:29.173-07:00

JGE, November 2009, v. 58, n. 5 Calibrated Peer Review Assignments for the Earth Sciences James A. Rudd, II, Vivian Z. Wang, Cinzia Cervato, Robert W. Ridky   JGE, v. 57,  n. 5  2009,  pp. 328-334     Download PDF  Teaching Urban High School Students Global Climate Change Audrey C. Rule, Mary A. Meyer JGE, v. 57, n. 5, 2009 pp. 335-347     Download PDF Every Equation Tells a Story: Using

Joe T Elkinshttp://www.blogger.com/profile/03480554200926418129joe.t.elkins@gmail.com0tag:blogger.com,1999:blog-8305463666961565081.post-8799323920459013222009-09-01T00:12:00.018-06:002009-12-04T11:04:24.094-07:00

JGE, SEPTEMBER 2009, v. 57, n. 4 A Note From Your Editors   Julie Libarkin, Joe Elkins Corrections Editorial: Thinking and Learning in the Geosciences Nir Orion, Roger Trend JGE, v. 57, n. 4, p. 222-223          Download PDF Commentary: Fostering Students’ Argumentation Skills in Geoscience Education Roger Trend JGE, v. 57, n. 4, p. 224-232          Download PDF Curriculum &

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We would like to take this opportunity to welcome you to the new JGE! Roger and Nir deserve special thanks for making this issue possible. Their careful editing and attention to detail have resulted in a suite of papers that can stand as exemplars as we move into a new era for geoscience education. Please keep your eyes peeled for changes to formatting guidelines as we work to standardize tables,

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Fortner (2009) published in the March 2009 JGE was missing an acknowledgment. The correct acknowledgment should read, “This work was supported by the National Science Foundation under Grant Number DGE0440499. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation."

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Download PDF Nir Orion1, Roger Trend2  1Science Teaching Department, Weizmann Institute of Science; nir.orion@weizmann.ac.il 2University of Oxford, Department of Education, 15 Norham Gardens, Oxford, Oxon OX2 6PY, United Kingdom; roger.trend@education.ox.ac.uk Educational systems are complicated, comprising many components, but one central concern of any system involves the fostering of

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Download PDF Roger Trend1 1University of Oxford, Department of Education, 15 Norham Gardens, Oxford, Oxon OX2 6PY, United Kingdom; roger.trend@education.ox.ac.uk ABSTRACT This paper considers opportunities for teachers to use an argumentation pedagogy in order to develop students’ geoscience thinking skills. Educational argumentation principles and procedures are outlined. Argumentation can

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Download PDF Scott K. Clark1,2, Duncan F. Sibley1,3, Julie C. Libarkin1,4, Merle Heidemann5 1Department of Geological Sciences, Michigan State University, 206 Natural Science Bldg, Lansing, MI 48824  2skclark@msu.edu   3sibley@cns.msu.edu   4libarkin@msu.edu   5Division of Science and Math Education, Michigan State University, 118 N. Kedzie Laboratory, Lansing, MI 48824; heidema2@msu.edu

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Download PDF Sarah Titus1, Eric Horsman2 1Department of Geology, Carleton College, One North College St., Northfield, MN 55057; stitus@carleton.edu  2Department of Geological Sciences, East Carolina University, 101 Graham Building, Greenville, NC 27858; horsmane@ecu.edu ABSTRACT  Three-dimensional spatial visualization is an essential skill for geoscientists. We conducted two evaluations

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Download PDF Duncan F. Sibley1 1Center for Research on College Science Teaching and Learning, Michigan State University, Lansing, MI 48824; sibley@cns.msu.edu ABSTRACT Humans reason by analogy (Lakoff and Johnson, 1980; Gentner, 1983; 2003; Hofstadter, 2001, 2006; Pinker, 2007). Some have further argued that analogs can be scientific models (Hesse, 1966, Clement, 1989) although clearly

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Download PDF C.T. Markley1*‡; H. Miller2; T. Kneeshaw3; B.E. Herbert4 1U.S. Nuclear Regulatory Commission, MS EBB 2BO2, Washington, DC 205550001; christopher.markley@nrc.gov  2Grand Valley State University, Department of Geology, One Campus Drive, Allendale, MI; heather_miller@GVSU.edu  3California State University, Department of Geological Sciences, Fullerton, CA 928346850 4Texas A&M

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Download PDF Renee M. Clary1,3, Robert F. Brzuszek2,3, and James H. Wandersee4 1Department of Geosciences; rclary@geosci.msstate.edu  2Department of Landscape Architecture  3Mississippi State University, P.O. Box 5448, Mississippi State, MS 39762  4Louisiana State University, Department of Educational Theory, Policy, and Practice ABSTRACT Students in a Landscape Architecture Design 1

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Download PDF Suttida Rakkapao1, Kwan Arayathanitkul2, and Passakorn Pananont3 1Institute for Innovative Learning, Mahidol University, Bangkok, Thailand 10400; tha_416@hotmail.com 2Department of Physics, Faculty of Science, Mahidol University, Bangkok, Thailand 10400; sckar@mahidol.ac.th 3Department of Earth Sciences, Faculty of Science, Kasetsart University, Bangkok, Thailand 10900;

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Download PDF Karen M. Kortz1, Daniel P. Murray2 1Physics Department, Community College of Rhode Island, 1762 Louisquisset Pike, Lincoln, RI 02865; kkortz@ccri.edu  2CELS – Department of Geosciences, University of Rhode Island, Woodward Hall, Kingston, RI 02881; dpmurray@uri.edu  ABSTRACT Students do not have a good understanding of how rocks form. Instead, they have many nonscientific

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Download PDF Heather L. Petcovic1, Julie C. Libarkin2, Kathleen M. Baker3 1Department of Geosciences and the Mallinson Institute for Science Education, Western Michigan University, 1187 Rood Hall, Kalamazoo, MI 49008; heather.petcovic@wmich.edu  2Department of Geological Sciences and Center for Research on College Science Teaching and Learning, Michigan State University, 206 Natural Sciences

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