EarthLabs paper in press

Our latest paper stemming from a collaboration with TERC is in press with the Journal of Geoscience Education:

Ellins, K.K., Shapiro-Ledley, T., Haddad, N., McNeal, K., Gold, A., Lynds, S., and Libarkin, J., in press, EarthLabs: Supporting teacher professional development to facilitate effective teaching of climate science: Journal of Geoscience Education.

Learn more about EarthLabs through the EarthLabs site!

New chapter in AGU book on the Anthropocene

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.

http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118854306.html

 

Two chapters in new geoscience education book

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.

http://www.springer.com/education+%26+language/science+education/book/978-94-007-6945-8

Earth Systems Science Education in Research Handbook

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/

WRITING IN UNDERGRADUATE BIOSCIENCE: New paper published in CBE Life Science Education (2012)

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.

READ AT THE PUBLISHER’S WEBSITE: The Utility of Writing Assignments in Undergraduate Bioscience

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.

GENETICS CONCEPTIONS RESEARCH (2011)

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.

DOWNLOAD: McElhinny et al., 2011 REPORT ON STATUS OF GENETICS CURRICULUM AND ASSESSMENT IN THE U.S.