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Pelch, Michael A.; McConnell, David A. – Journal of Geoscience Education, 2017
A general consensus exists among the leaders of both developed and developing nations that their citizens should be scientifically literate. Therefore, it is important for educational systems to provide students with access to pertinent scientific knowledge, an appreciation for the scientific processes, and the ability to evaluate scientific…
Descriptors: Scientific Principles, Science and Society, Student Attitudes, Relevance (Education)
LaDue, Nicole; Clark, Scott K. – Journal of Geoscience Education, 2012
The challenges and priorities of defining and achieving Earth System Science (ESS) literacy are examined through surveys of geoscience educators attending a professional geological meeting. Two surveys with Likert-style and free-response questions were distributed to geoscientists and K-12 teachers to elicit what instructors think are important…
Descriptors: Teacher Attitudes, Earth Science, Scientific Literacy, Geology
Teed, Rebecca; Slattery, William – Journal of Geoscience Education, 2011
The paradigm of geologic time is built on complex concepts, and students master it in multiple steps. Concepts in Geology is an inquiry-based geology class for preservice teachers at Wright State University. The instructors used the Geoscience Concept Inventory (GCI) to determine if students' understanding of key ideas about geologic time and…
Descriptors: Preservice Teachers, Preservice Teacher Education, Geology, Time
Bickmore, Barry R.; Thompson, Kirsten R.; Grandy, David A.; Tomlin, Teagan – Journal of Geoscience Education, 2009
Here we describe a method for teaching the NOS called "Science as Storytelling," which was designed to directly confront narve realist preconceptions about the NOS and replace them with more sophisticated ideas, while retaining a moderate realist perspective. It was also designed to foster a more sophisticated understanding of the…
Descriptors: Science Instruction, Teaching Methods, Scientific Principles, Preservice Teacher Education