Please consider submitting an abstract to the NAGT GER Division-sponsored sessions at GSA (Abstract deadline July 20) and AGU (Abstract deadline Aug. 4).
Leaders: Kelsey Bitting; Emily Ward; Leilani Arthurs; Lauren Neitzke Adamo; Cory Forbes; Bailey Kreager; and Peggy McNeal
Endorsers: GSA Geoscience Education Division; National Association of Geoscience Teachers (NAGT) Geoscience Education Research (GER) Division
Description: Methods and theoretical frameworks can come from within and outside of geoscience education research to shape our field. Presenters are encouraged to highlight decision-making processes in research studies that advance the field. New approaches and applications of established methods/frameworks are welcome.
T165 Title: Measuring Learning in Geoscience Education
Leaders: Virginia Isava; and Argenta Price
Endorsers: National Association of Geoscience Teachers (NAGT); National Association of Geoscience Teachers (NAGT) Geoscience Education Research (GER) Division; GSA Geoscience Education Division
Description:
This session aims to highlight assessments in K–12 and higher-education classroom environments. We welcome presentations on assessment theory (deciding what to assess, benchmarks, timing, etc.), as well as innovative measurements and tools for learning.
T167. The Lasting Effects of the 2020–2021 COVID-19 Crisis on Geoscience Education: Insights, Problems, and Unanticipated Benefits.
Leaders: Mark Abolins; and Catherine Riihimaki
Endorsers: GSA Geoscience Education Division; National Association of Geoscience Teachers (NAGT); National Association of Geoscience Teachers (NAGT) Geoscience Education Research (GER) Division; GSA Geoinformatics and Data Science Division; GSA Geology and Society Division
Description:
Contributions will explore the effects of the COVID-19 crisis on geoscience teaching, outreach, and academic administration. Presentations about geoscience-education research conducted during the crisis are especially welcome.
T168. Undergraduate Research Posters by 2YC and 4YCU Geoscience Students (Posters).
Leaders: Adrianne Leinbach; Gretchen L. Miller; and Stephanie Rollins
Endorsers: National Association of Geoscience Teachers (NAGT); National Association of Geoscience Teachers (NAGT) Geo2YC Division; International Association for Geoscience Diversity; National Association of Geoscience Teachers (NAGT) Geoscience Education Research (GER) Division; GSA Geoscience Education Division; GSA Karst Division; Council on Undergraduate Research Geosciences Division
Description:
This session is designed for two-year college (2YC) and four-year college and university (4YCU) students presenting research posters in any subdiscipline of geoscience.
Sessions at AGU in New Orleans, LA (speakers may be in-person or virtual):
Title: ED021 Geoscience Soft Skills Research and Training
Leaders: Samuel Nyarko (Western Michigan University) and Esther Akoto Amoako (University of Toledo)
Description: The geoscience workforce emphasizes on three broader sets of skill competencies for future geoscientists – technical skills, field skills, and management/soft skills. Geoscience researchers and educators do a good job of studying and training technical and field skills, but skills related to management/soft skills such as teamwork, leadership, critical thinking, communication and ethics are less studied in the geosciences. The onus falls on geoscience departments and other stakeholders to train and educate students to become competent in these management and soft skills. Thus, how educators and researchers are training and studying management skills in STEM have become important. This session seeks to bring together researchers and educators doing work in this area of need to inform future plans and decisions regarding management/soft skills training in STEM. Submissions are welcome for applications across STEM fields, including but not limited to: team-based learning, leadership, ethics, science communication, spatial and critical thinking.
ED015 - Earth and Space Science Education Research (ESSER): Methods, Theories, and Findings
Leaders: Kristen K St John (James Madison University), Laura Lukes (George Mason University Fairfax), Elijah T Johnson (Auburn University), Leilani Arthurs (University of Colorado Boulder)
Description: ESSER involves the development and testing of education research questions and hypotheses in a variety of disciplinary contexts (e.g., Earth, ocean, atmosphere, climate, space, and environmental sciences). Discipline-Based Education Research (DBER) methods used in ESSER can be quantitative and/or qualitative, and often blend social science approaches with Earth and Space Science contexts. Theories and models give frameworks for research design that can inform the questions asked, methods used, and interpretations of results. Research findings can inform teaching practices and learning in formal and informal settings; shed light on scientific thinking and practices; facilitate the development from novice to expert ESS knowledge, skills, and attitudes; and advance equity, inclusion, and diversity efforts. This session is an opportunity to share and discuss research in all of these areas. Works in progress are welcome.