Glad to see this session! Your session and the geocognition session (Topical Session Number 179) are very compatible, so let's try to make sure that they don't run at the same time. Also, it might be worth keeping in touch with Helen King as submissions come in - I can see where my work would fit easily into either of these sessions, and you may need to combine or share abstracts to fill both! Hopefully, both sessions will be overwhelmed with interest, of course! this should be a VERY exciting GSA!
Department of Geological Sciences & Division of Science and Mathematics Education (DSME)
Michigan State University
206 Natural Science Building
East Lansing, MI 48824-1115
[Primary Phone in Geological Sciences: (517) 355-8369]
[Secondary Phone in DSME: (517)432-2152, ext. 161]
On Feb 7, 2008, at 2:58 PM, Dr. Anthony Feig wrote:
Please consider a submission to Topical Session 191, titled "Quantitative and Qualitative Methods and Results in Geoscience Education." This session may be of particular interest to those workers who want to discuss theory, or who are hardcore number-crunchers, and/or those who are looking to share qualitative methods and results. The GSA description and rationale follow. Thank you!
Emphasis on pure research or research methodology, and not classroom strategies or teaching tips. Results of qualitative analysis (phenomenologic, ethnographic, etc.) or numerical analysis (ANOVA, nonparametrics, etc.) of actual data; methodology in educational research.
Many discussions of geoscience education research are focused on classroom strategies or teaching tips, in a "what we tried and how students liked it," kind of discussion. While it is important to be able to share our teaching strategies, such discussions in and of themselves often don’t represent pure research. There is often no “deliverable” or “consumable” for other scientists beyond a generic potential to improve one’s teaching. This session aims to provide an opportunity for discussion of research methods and/or actual data analysis, either qualitative or quantitative. Examples of methodological discussions may include (but not be limited to): applications of parametric and nonparametric statistics; generating qualitative data and identifying themes therein; and processing of either qualitative or quantitative data. Examples of analysis and results may include (but not be limited to): analysis of variance, comparison of means or clustering of quantitative data; emergent themes, textual analysis, phenomenology or theoretical frameworks yielded from structured or unstructured interviews and/or focus groups, or some other form of qualitative data.
Dr. Anthony D. Feig
Department of Geosciences
University of Louisiana at Monroe
Monroe LA 71209