ED030
Teaching and Learning about the Fluid Earth: Research and Practice
Session ID#: 158280
Session Description:
Courses, curricula, and programs are increasingly incorporating scientific content and practices from fluid earth disciplines such as oceanography, hydrology, hydrogeology, and atmospheric science. What students know, how they think, and their motivations and beliefs can inform effective teaching in these disciplines. This session showcases education research and successful, evidence-based teaching practices in fluid earth disciplines. We invite work that examines or measures the cognitive and affective dimensions of learning about the fluid earth, as well as examples of teaching innovations across multiple contexts such as classrooms, labs, field, and informal settings.
Co-Sponsor(s):
Index Terms:
0820 Curriculum and laboratory design [EDUCATION]
0825 Teaching methods [EDUCATION]
0845 Instructional tools [EDUCATION]
0850 Geoscience education research [EDUCATION]
Primary Convener: Heather L Petcovic, Western Michigan University, Geological & Environmental Sciences, Kalamazoo, MI, United States
Convener: Peggy M McNeal, Towson University, Physics, Astronomy, & Geosciences, Towson, MD, United States
Student/Early Career Convener: Oluwarotimi Popoola, Western Michigan University, Mallinson Institute for Science Education, Kalamazoo, MI, United States
Helping Teachers Teachs and Students Learn about Explosive Volcanism from a Field Researcher (1046876)
Michael J Passow, Lamont-Doherty Earth Observatory of Columbia University, Earth2Class Workshops for Teachers, Palisades, NY, United States and Susanne Straub, Lamont -Doherty Earth Observatory, Geochemistry, Palisades, NY, United States
The Food-Energy-Water Nexus: Using Hydroviz to Support Undergraduate Students' Learning about Complex Socio-Hydrologic Issues (1064191)
Silvia Jessica Mostacedo Marasovic, University of Texas at Arlington, Department of Earth and Environmental Sciences, Arlington, TX, United States, Holly White, University of Maine, Orono, United States and Cory Forbes, University of Texas at Arlington, College of Education, Arlington, TX, United States
Scanning, Framing, and Slicing: Key Spatial Thinking Skills for Hydrogeology (1163559)
Heather L Petcovic1, Peggy M McNeal2, Joel Moore2, Donald Matthew Reeves3, Oluwarotimi Popoola4 and Matthew Gordon5, (1)Western Michigan University, Geological & Environmental Sciences, and the Mallinson Institute for Science Education, Kalamazoo, MI, United States, (2)Towson University, Physics, Astronomy, & Geosciences, Towson, MD, United States, (3)Western Michigan University, Geological and Environmental Sciences, Kalamazoo, United States, (4)Western Michigan University, Mallinson Institute for Science Education, Kalamazoo, MI, United States, (5)Towson University, Physics, Astronomy, & Geosciences, Towson, United States
Towards the Development of a Hydrogeology Concept Inventory: Item Development and Analysis (1164458)
Oluwarotimi Popoola1, Heather L Petcovic2, Peggy M McNeal3, Joel Moore3, Donald Matthew Reeves4, Leilani Arthurs5 and Nicole LaDue6, (1)Western Michigan University, Mallinson Institute for Science Education, Kalamazoo, MI, United States, (2)Western Michigan University, Geological & Environmental Sciences, and the Mallinson Institute for Science Education, Kalamazoo, MI, United States, (3)Towson University, Physics, Astronomy, & Geosciences, Towson, MD, United States, (4)Western Michigan University, Geological and Environmental Sciences, Kalamazoo, United States, (5)University of Colorado Boulder, Geological Sciences, Boulder, United States, (6)Northern Illinois University, Earth, Atmosphere and Environment, DeKalb, United States
