To add to Eric’s suggestion, as a part of research on geoscience misconceptions, I would like to see whether strengthening geoscience education in the early grades (at a time that many misconceptions are being solidified) might prevent the formation of so many robust misconceptions that must be reversed later on.




Susan F. Grammer

Education Outreach Coordinator

Michigan Geological Repository for Research and Education (MGRRE)

Western Michigan University

Department of Geosciences

1903 W. Michigan Ave.

Kalamazoo, Michigan  49008-5241

[log in to unmask]

(269) 387-8642 


From: GEOEDUCATION RESEARCH INTEREST GROUP [mailto:[log in to unmask]] On Behalf Of Eric J. Pyle
Sent: Wednesday, June 04, 2008 1:50 PM
To: [log in to unmask]
Subject: Re: Geoscience Education Research Info Request
Importance: High



One future direction for research includes increasing the depth of research on geoscience misconceptions, which lags woefully behind that of the other disciplines in science.  You might also consider the relative nature of field experiences and engagement in real (uncontrolled) phenomena, the integration of variable spatial and temporal scales, and the nature of inquiry in the geosciences relative to other sciences.  Just some thoughts...


---- Original message ----

Date: Wed, 4 Jun 2008 13:43:41 -0400
From: Helen King <[log in to unmask]>
Subject: Geoscience Education Research Info Request
To: [log in to unmask]


Hi everyone,




I have been invited to participate in a panel discussion at a
workshop conducted by the National Academies’ Board on Science Education
at the end of June. I’ve been asked to provide a brief presentation
summarizing the major findings from geoscience education research and
identifying directions for future research (see messages below).




Whilst I feel I have a reasonable perspective on these things
myself, it would be great to know that I’m appropriately representing the
community of geoscience education researchers. So I’d really welcome your
ideas and comments under each of these headings:


Summarize the major findings from discipline-based education
research in your discipline (geosciences).


Identify the most promising or important directions for future




Thanks very much for your help and hope to see you all at GSA in


All the best,








Dr Helen King NTF FSEDA




Helen King Consultancy


Personal & Professional Development in Higher Education


Tel: (001) 703 505 3358










From: Hilton, Margaret
[mailto:[log in to unmask]]
Sent: 04 June 2008 13:09
To: Helen King
Cc: Schweingruber, Heidi; Krone, Rebecca
Subject: RE: Invitation-June 30th






Hi, Helen:




Thanks so much for participating in the panel discussion of
discipline-based geosciences education research at our June 30th
workshop.  This panel is tentatively scheduled to last one hour and will
include 4 panelists from different disciplines.  In order to maximize
discussion, I hope you will provide a brief 10-minute presentation that will do
two things:




Summarize the major findings from discipline-based education
research in your discipline (geosciences).


Identify the most promising or important directions for future




The other panelists will include Bill Wood, Biology,
University of Colorado; Joe Redish, Physics, University of Maryland,
and Art Ellis, Chemistry, Seattle Pacific University.




I’ll send you the agenda next week, when it is more fully























From: Hilton, Margaret
[mailto:[log in to unmask]]
Sent: 03 June 2008 11:56
To: [log in to unmask]
Cc: Schweingruber, Heidi
Subject: Invitation-June 30th






Dr. King:




support from the National Science Foundation, the National Academies’
Board on Science Education is conducting a series of two workshops on Promising
Practices in Undergraduate STEM Education. The workshops are designed to
explore the evidence of impact for selected innovations and to provide
information to the Wisconsin Center for Education Research in its effort to
expand national dissemination of evidence-based knowledge and resources to
improve undergraduate STEM education.  A more complete description of the
workshop series is pasted below this message.




writing to invite you to participate in a panel discussion of discipline-based
education research during the first workshop, to be held on June 30th here
in Washington, DC.  The overall guiding question for this panel is: What
is the state of evidence in discipline-based education research?  We are
especially interested in the state of evidence of the effectiveness of changes
in pedagogy within individual STEM courses and classrooms. 




you are interested and available, we would ask you to prepare a short
presentation as part of the panel discussion. 




hope to hear from you soon about your participation in this important workshop.













Senior Program

Center for

The National


[log in to unmask]


Numerous and varied teaching, learning, assessment, and
institutional promising practices  in undergraduate STEM education have
been developed in recent years – many funded by NSF-- but little is known
about their impact.  The goal of this proposal is to begin to focus on the
evidence of impact for a selected number of such promising practices.  To
do this the National Research Council (NRC) will facilitate two, one-day
workshops which will be overseen by an independent steering committee appointed
by the Chairman of the NRC.  Each workshop will shed light on the state of
knowledge on the selected STEM promising practices as well as suggest areas for
additional research or where a major synthesis of existing research is
needed.  All of the conceptual work described in this proposal will be
coordinated with and provide information and guidance to the work of another
proposal being sent to NSF by the Wisconsin Center for Education Research















Eric J. Pyle, Ph.D.
Associate Professor
Department of Geology and Environmental Science
James Madison University
MSC 6903
Harrisonburg, VA  22807
7100A Memorial Hall
"The Moving Finger writes; and, having writ,
Moves on: nor all your Piety nor Wit
Shall lure it back to cancel half a Line,
Nor all your Tears wash out a Word of it"
The Rubaiyat of Omar Khayyam