SPESS: A New Instrument for Measuring Student Perceptions in Earth and Ocean Science

Jolley, Alison; Lane, Erin S.; Kennedy, Ben; Frappé-Sénéclauze, Tom-Pierre

doi:10.5408/10-199.1

Cited by 19 publications

(7 citation statements)

References 14 publications

(23 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The affective domain, or why they learn, is not as widely studied in geoscience (e.g., Boyle et al, 2007;Stokes and Boyle, 2009;McConnell and van Der Hoeven Kraft, 2011;van der Hoeven Kraft et al, 2011;Jolley et al, 2012;LaDue and Pacheco, 2013). It can help us understand why students study geology and why they keep studying it (van der Hoeven LaDue and Pacheco, 2013).…”

Section: Importance Of the Affective Domain In Field Educationmentioning

confidence: 99%

Are we there yet? Sense of place and the student experience on roadside and situated geology field trips

et al. 2018

Self Cite

View full text Add to dashboard Cite

Field work is an integral component of undergraduate geoscience education. Field areas for these crucial experiences are carefully selected, but how do these places affect our students? This study compares the field experience of students participating in two distinct modules of a study abroad field camp in New Zealand, through sense of place and perceptions of learning. The situated module was geological mapping based in a single site, whereas the roadside module was based on smaller exercises in multiple discrete sites. Survey findings indicate that students became significantly more attached to the situated field area, but had no significant change in their attachment to the roadside field area. Field observations and interview findings suggest that this may be due to student autonomy, the immersive landscape, and strong alignment of student perceptions of learning with instructor intentions on the situated field module. In contrast, the roadside module was more determined by the instructor, and student perceptions of learning did not align well with instructor intent in conveying a sense of the regional geologic history. We assimilate our field observations and student and instructor interview data into a schematic model of the two field trip styles. This model is then used to visualize an improved pedagogy to foster greater engagement with the landscape and geology in the roadside trip. We recommend that roadside field trips have explicit assessments that connect the field sites together. Our interview data suggest that this connection would be further enhanced with greater opportunities for student ownership of in-field decision making through student-centered learning, encouragement of a sense of exploration, and development of a student and instructor field learning community. RESEARCH CONTEXT Field Education: Benefits and StylesField trips are widely used in geoscience education around the globe and in several other disciplines, including geography (e.g., Gold et al

show abstract

Section: Importance Of the Affective Domain In Field Educationmentioning

confidence: 99%

Are we there yet? Sense of place and the student experience on roadside and situated geology field trips

et al. 2018

Self Cite

View full text Add to dashboard Cite

show abstract

“…Character of the concept that most difficult to observe directly makes the learners difficult to understand and redistribute the concept. This difficulty affect learners' conceptions so that there are various alternative conceptions other than scientific conception (Miller & Brewer, 2010;Joley et al, 2012). Explaining the concept of the earth lithosphere can utilize various visualizations e.g.…”

Section: Introductionmentioning

confidence: 99%

Impact of Learning Earth Litosphere using Interactive Conceptual Instruction on Logic Thinking, Conceptual Understanding, and Spiritual Aspect Embedding

Johan

Suhandi

Wulan

et al. 2018

JPFI

View full text Add to dashboard Cite

The aim of this study is to explore the impact of interactive-conceptual-instruction with visualization on logic thinking, conceptual understanding and spiritual aspect embedding. The sampling technique used in this research was convenience sampling. This research used mixed methods with embedded experiment design. The data of logic thinking and conceptual understanding was collected through pre-test and post-test. The questionnaires were used to collect data on spiritual attitudes and were analyzed qualitatively. The results showed that logic thinking-ability improves from no logic thinking to inductive-deductive logic thinking. The improvement of logic thinking abilities was in the medium category. Understanding the concept shifted from incompetent to conceptual understanding with improvement, in the medium category. The questionnaires analysis showed that the students got spiritual values related to the awareness of God believing behind the natural phenomena that impact on their spiritual attitudes. This study also tried to apply the results of pure science research to support learning activities. Based on the result of the research, it can be concluded that the learning process using interactive conceptual with visualization can improve logic thinking, conceptual comprehension, and spiritual attitude embeding.

show abstract

“…They are described in about 12% of articles in the second stage of review. These tools address a variety of constructs including factual knowledge, conceptual understanding, attitudes, learning styles, views on the nature of science, stewardship, scientific writing, impact of research experiences, and recruiting effectiveness (Arthurs et al, ; Hanks, Levine, Gonzmissent>/missent>lez, Wartes, & Fowell, ; Jolley, Lane, Kennedy, & Frappé‐Sénéclauze, ; McNeal, Walker, & Rutherford, ). This study shows a relatively small number of assessments have been developed mainly in response to local needs.…”

Section: Resultsmentioning

confidence: 99%

Undergraduate geoscience education research: Evolution of an emerging field of discipline‐based education research

Arthurs¹

2018

J Res Sci Teach

View full text Add to dashboard Cite

Discipline‐based education research (DBER) conducted by faculty within geoscience departments can address identified needs in undergraduate geoscience education. This study explores the evolution of undergraduate geoscience education research (GER) from 1985 to 2016, primarily in terms of the types of published research and secondarily in terms of the insights this literature offers on the evolution of GER as a scholarly discipline. Stokes’ (1997) quadrant model of research types is used as a theoretical framework for the former and Kuhn's (1970) model of disciplinary paradigm for the latter. An exploratory sequential mixed‐methods approach to a systematic literature review of 1,760 articles is utilized. The period 1985–2000 is characterized by proto‐research as evidenced by the abundance of instructive and informational education articles rather than research articles. From 2000 to 2011, GER underwent a growth period characterized by the presence of applied, use‐inspired, and pure basic research. The period 2011–2016 appears to be a period of relative steady‐state conditions in the normalized number of GER publications per year. Existing gaps in knowledge about geoscience education, the evident unfamiliarity with education and social science research methodologies among authors of GER articles, and efforts to build consensus about what GER is and how to conduct it suggest that GER is preparadigmatic or at a low paradigm state. That is, GER is an immature discipline as far as the evolution of a discipline goes. A path forward is proposed for the continued evolutionary growth of GER. This study provides new perspectives on the emergence of GER as a discipline that can be used as a basis for studies on cross‐disciplinary DBER comparisons.

show abstract

SPESS: A New Instrument for Measuring Student Perceptions in Earth and Ocean Science

Cited by 19 publications

References 14 publications

Are we there yet? Sense of place and the student experience on roadside and situated geology field trips

Are we there yet? Sense of place and the student experience on roadside and situated geology field trips

Impact of Learning Earth Litosphere using Interactive Conceptual Instruction on Logic Thinking, Conceptual Understanding, and Spiritual Aspect Embedding

Undergraduate geoscience education research: Evolution of an emerging field of discipline‐based education research

Contact Info

Product

Resources

About