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Full-Text Articles in Education
Using Indigenous Research Frameworks In The Multiple Contexts Of Research, Teaching, Mentoring, And Leading, Darryl Reano
Using Indigenous Research Frameworks In The Multiple Contexts Of Research, Teaching, Mentoring, And Leading, Darryl Reano
The Qualitative Report
Indigenous research frameworks can be used to effectively engage Indigenous communities and students in Western modern science through transparent and respectful communication. Currently, much of the academic research taking place within Indigenous communities marginalizes Indigenous Knowledge, does not promote long-term accountability to Indigenous communities and their relations, and withholds respect for the spiritual values that many Indigenous communities embrace. Indigenous research frameworks address these concerns within the academic research process by promoting values such as: relationality, multilogicality, and the centralization of Indigenous perspectives. Indigenous research frameworks provide a framework that can be used in multiple contexts within higher education to …
Teaching With Digital 3d Models Of Minerals And Rocks, Graham Dm Andrews, Gabrielle Labishak, Sarah Brown, Shelby L. Isom, Holly Danielle Pettus, Trevor Byers
Teaching With Digital 3d Models Of Minerals And Rocks, Graham Dm Andrews, Gabrielle Labishak, Sarah Brown, Shelby L. Isom, Holly Danielle Pettus, Trevor Byers
Faculty & Staff Scholarship
The disruption to geoscience curricula due to the COVID-19 pandemic highlights the difficulty of making mineral and rock samples accessible to students online rather than through traditional lab classes. In spring 2020, our community had to adapt rapidly to remote instruction; this transition amplified existing disparities in access to geoscience education but can be a catalyst to increase accessibility and flexibility in instruction permanently. Fortunately, a rich collection of 3D mineral and rock samples is being generated by a community of digital modelers (e.g., Perkins et al., 2019).
Metr 341: Synoptic Meteorology—A Peer Review Of Teaching Project Inquiry Project, Matthew S. Van Den Broeke
Metr 341: Synoptic Meteorology—A Peer Review Of Teaching Project Inquiry Project, Matthew S. Van Den Broeke
UNL Faculty Course Portfolios
Synoptic meteorology is foundational to atmospheric science, and it is critical that students strengthen their ability to think critically and independently in this course. Anecdotal evidence from teaching similar courses, and from education literature in the physical sciences, has pointed to the value of problem solving using data from real events. This inquiry project allowed further investigation of optimal instructional methods for this particular course, and led to the qualitative and partially quantified conclusion that hands-on in-class activities seem to support the most significant learning gains. In addition, this project led to the conclusion that a high degree of peer …
Geol 440/840: Tectonics—A Peer Review Of Teaching Project Inquiry Portfolio, Caroline M. Burberry
Geol 440/840: Tectonics—A Peer Review Of Teaching Project Inquiry Portfolio, Caroline M. Burberry
UNL Faculty Course Portfolios
This document is a follow-up document to the Benchmark Portfolio for this course, created in 2012. It details the changes made to the course following the observations from the Benchmark Portfolio and demonstrates that discussion of the metacognitive issues surrounding critical thinking does have some effect on increasing student learning. The document concludes with changes which will be made to the 2014 iteration of the class, to continue this inquiry and improvement process.
Design, Implementation And Assessment Of An Earth Systems Science Course For Secondary Teachers, Jeffery C. Owen
Design, Implementation And Assessment Of An Earth Systems Science Course For Secondary Teachers, Jeffery C. Owen
Electronic Theses and Dissertations
In the fall of 2002 the Department of Earth Sciences at the University of Maine piloted an innovative course developed as a core offering for the new Master of Science in Teaching program. A team of four instructors comprised of two Earth Sciences faculty and two science educators developed the course and implemented it with nine students- six in-service teachers and three pre-service teachers. The course addressed multiple needs of secondary teachers through the integration of instruction in curriculum design, pedagogy, assessment, and classroom-level educational research, and earth systems science content. The components of instruction taught in the course included: …