A new chapter on assessment has been published in an American Geophysical Union book focusing on the anthropocene.
Libarkin, J.C., 2014, Evaluation and Assessment of Civic Understanding of Planet Earth. In G. Roehrig, D. Dalbotten, & P. Hamilton (Eds.) Future Earth: Advancing Civic Understanding of the Anthropocene, p. 41-52.
We are pleased to announce that two chapters have been published in a new book on geoscience education published by Springer.
Libarkin, J.C., 2014, The role of scholarly publishing in geocognition and discipline-based geoscience education research. In V. Tong (Ed.) Geoscience Research and Education: Teaching at Universities, p. 69-76.
Libarkin, J.C., Jardeleza, S.E., McElhinny, T., 2014, The role of concept inventories in course assessment. In V. Tong (Ed.) Geoscience Research and Education: Teaching at Universities, p. 275-297.
Dr. Libarkin has co-authored a chapter on EARTH SYSTEMS SCIENCE EDUCATION with Nir Orion for the Handbook of Research on Science Education, Volume II. This chapter provides a new look at latest developments in Earth Systems Science education and is a companion to the chapter co-authored by Nir Orion in 2007. Learn more about the book here: http://www.routledge.com/books/details/9780415629553/
GRL personnel have again made some important achievements. I am excited to report that:
Undergraduate GREG RUETENIK did an amazing job on his poster at UURAF. His poster was entitled “APPLICATION OF SPATIAL ANALYSIS TOOLS TO PROJECTION OF EYE TRACKING DATA”. This work was funded by an MSU Undergraduate Research Support Scholarship; he is working on a paper, coming soon!
Graduate student NICOLE LADUE received a Geological Society of America Student Research grant for her project “THE INFLUENCE OF SPATIAL ABILITY ON GEOLOGIC PROBLEM SOLVING.” This award will allow Nicole to extend her dissertation research into the role of spatial ability on high school student Earth Science performance.
Graduate students NICOLE LADUE and CHRISTY STEFFKE have received Dissertation Continuation Fellowships from the College of Natural Science. This follows on the heels of ROBERT DROST and SHELDON TURNER receiving ESPP summer fellowships.
Several graduate students in the GRL were recently recognized for their exceptional efforts in research through receipt of summer funding fellowships, research and travel grants, and national awards.
ROBERT DROST and SHELDON TURNER both received Environmental Science and Policy Graduate Student Summer Research Funding grants from Michigan State University. These grants provide funding for living expenses and research or travel expenses. Bob will spend the summer investigating the efficacy of tornado warnings, while Sheldon will be completing his dissertation research on environmental decision-making.
All four GRL graduate students, ROBERT DROST, NICOLE LADUE, CHRISTY STEFFKE, and SHELDON TURNER received Spring travel grants from the Department of Geological Sciences at Michigan State University. These funds will help students travel to national conferences to present their research findings, or lead workshops on cutting-edge approaches in data collection.
SHELDON TURNER received an award in the 2012 AAAS Student Poster Competition. His entry, The Effectiveness of Visualizations in Communicating Natural Resource Issues, was the winning poster in the Science in Society category. Look for his name in a SCIENCE magazine coming soon!
ROBERT DROST was presented with an honorary membership to the Southwestern Michigan-American Meteorological Society/National Weather Association in appreciation for his invited presentation on tornado warnings in mid-March.
A new paper, coauthored by GRL Director Julie Libarkin and colleague Gabe Ording, documents the impact of writing assignments on student learning. Three writing assignments generated significant change in student ability to write scientifically, although our results suggest that three is an insufficient number to generate complete development of scientific writing skills.
The Utility of Writing Assignments in Undergraduate Bioscience
ABSTRACT. We tested the hypothesis that engagement in a few, brief writing assignments in a nonmajors science course can improve student ability to convey critical thought about science. A sample of three papers written by students (n = 30) was coded for presence and accuracy of elements related to scientific writing. Scores for different aspects of scientific writing were significantly correlated, suggesting that students recognized relationships between components of scientific thought. We found that students’ ability to write about science topics and state conclusions based on data improved over the course of three writing assignments, while the abilities to state a hypothesis and draw clear connections between human activities and environmental impacts did not improve. Three writing assignments generated significant change in student ability to write scientifically, although our results suggest that three is an insufficient number to generate complete development of scientific writing skills.
A new paper, led by GRL Director Julie Libarkin, documents conceptions of invisible light held by middle and high school students as well as teachers. This paper identifies common issues students have with infrared and ultraviolet radiation, including ideas that persist into adulthood.
Invisible Misconceptions: Student Understanding of Ultraviolet and Infrared Radiation
ABSTRACT. The importance of nonvisible wavelengths for the study of astronomy suggests that student understanding of nonvisible light is an important consideration in astronomy classrooms. Questionnaires, interviews, and panel discussions were used to investigate 6–12 student and teacher conceptions of ultraviolet (UV) and infrared (IR). Alternative conceptions about the characteristics and human sensual perception of visible light, UV and IR, were observed in many students and in a subset of teachers. Instruction involving electromagnetic radiation should first address preexisting alternative conceptions, and conceptual questionnaires such as the one used here can help teachers to identify student ideas prior to instruction.
GRL scholars have produced two reports related to college students’ conceptions of genetics. The first, led by Sarah Jardeleza, investigates student ideas about the location of genes and DNA in the human body. The second, led by Terri McElhinny, reviews the state of genetics curriculum and assessment in the U.S. and makes suggestions for a next generation Genetics Concept Inventory Suite.