Heather L. Petcovic

A Test of the Circumvention-of-Limits Hypothesis in Scientific Problem Solving: The Case of Geological Bedrock Mapping

Sources of individual differences in scientific problem solving were investigated. Participants representing a wide range of experience in geology completed tests of visuospatial ability and geological knowledge, and performed a geological bedrock mapping task, in which they attempted to infer the geological structure of an area in the Tobacco Root Mountains of Montana. A Visuospatial Ability × Geological Knowledge interaction was found, such that visuospatial ability positively predicted mapping performance at low, but not high, levels of geological knowledge. This finding suggests that high levels of domain knowledge may sometimes enable circumvention of performance limitations associated with cognitive abilities.

Geoscience Conceptual Knowledge of Preservice Elementary Teachers: Results from the Geoscience Concept Inventory

Effective instruction hinges in part on understanding what prior knowledge students bring to the classroom, and on evaluating how this knowledge changes during instruction. In many disciplines, multiple-choice tests have been developed to gauge student prior knowledge and assess learning. In this study, a 15-item version of the Geoscience Concept Inventory (GCI) was used to assess the prior knowledge and learning of students enrolled in an introductory physical and historical geology course specifically designed for preservice elementary (K-8) teachers. Gains (pretest to posttest) among participants (n = 122) averaged 4%, similar to gains reported elsewhere. However, gains among participants enrolled in revised course sections (n = 84) averaged 7–8%. Detailed analysis shows that statistically significant gains occurred on test items related to geologic time, earthquakes, radiometric dating, and tectonics. Items for which the greatest gains were observed correlate with teaching method; classroom activities coupled with discussion and supplemental reading appear most effective in increasing student knowledge. Our interpretation of the GCI results suggests that students need multiple opportunities to work with geologic concepts in a variety of formats, and provides further evidence of the persistence of student prior knowledge in specific topics.

An Empirical Methodology for Investigating Geocognition in the Field

The investigation of how geologists engage in field mapping, including strategies and behaviors, is an open area of research with significant potential for identifying connections to best instructional practices. While study of experts in an array of disciplines has yielded general conclusions about the nature of expertise, the consideration of geoscience experts, especially in authentic settings, is virtually unstudied. Field mapping involves a complex interplay between the individual mapper and the natural environment. Both cognition and behavior influence the observations and interpretations that ultimately yield the map, a representation of the natural world. We set out to establish a methodology, adapted from existing studies of expertise, that would allow us to document cognitive and behavioral processes involved in situated map-making and generate preliminary insights into expert-novice differences in mapping behavior and cognition. We present here a theoretically–driven, mixed methods methodology, and suggest that navigation coupled with field artifact and audio data provide the richest and most meaningful insights into geocognition in the field.

Transdisciplinary science education research and practice: opportunities for GER in a developing STEM discipline-based education research alliance (DBER-A)

Each science, technology, engineering, and math (STEM) discipline has developed a rich, ongoing program of education research and scholarship of teaching and learning (SoTL). Recent interest in con...

Sparking Conversations about Graduate Programs in Geoscience Education Research.

ABSTRACT The calls for a college-educated science and technology workforce, as well as a scientifically literate citizenry, have led to a demand for higher education faculty prepared in discipline-based education research (DBER). These faculty members conduct research on teaching and learning in the context of a specific discipline, including the geosciences. Historically, faculty have become active in geoscience education research (GER) after completing a graduate degree in a “traditional” geoscience discipline such as geomorphology, paleontology, or structural geology. Increasing demand for GER faculty has led to the growth of graduate programs specializing in GER. We explore the current state of GER graduate preparation in the United States and the issues moving forward in establishing and advancing GER graduate programs. We hope to spark discussion in the GER community about what GER graduate preparation entails, as programs grow and proliferate, to assist the community in being intentional in the preparation of future professionals. We make key recommendations for the GER community, including: (1) hold community-wide discussions about GER graduate training, (2) investigate methodological training as a shared graduate training experience in GER, (3) embed authentic teaching and research opportunities in graduate programs that mirror a students planned career trajectory and assist them in becoming reflective teachers, (4) encourage GER faculty to continue to inform their colleagues and administrators about GER and what it is (and is not), and (5) look beyond GER to how other DBER fields design and implement graduate programs.

Use of cartographic images by expert and novice field geologists in planning fieldwork routes

ABSTRACT Topographic maps and aerial photographs are particularly useful when geoscientists are faced with fieldwork tasks such as selecting paths for observation, establishing sampling schemes, or defining field regions. These types of images are crucial in bedrock geologic mapping, a cognitively complex field-based problem-solving task. Geologic mapping requires the geologist to correctly identify rock types and three-dimensional bedrock structures from often partial or poor-quality outcrop data while navigating through unfamiliar terrain. This paper compares the walked routes of novice to expert geologists working in the field (n = 66) with the results of a route planning and navigation survey of a similar population of geologists (n = 77). Results show clearly that those geologists with previous mapping experience make quick and decisive determinations about field areas from available imagery and maps, regardless of whether they are or not physically present in the field area. Recognition of geologic features enabled experts to form and verbalize a specific plan for travel through a landscape based on those features. Novices were less likely to develop specific travel route plans and were less likely to identify critical landscape cues from aerial photographs.

Teaching Environmental Geochemistry: An Authentic Inquiry Approach.

ABSTRACT A field-based environmental geochemistry course was developed at Western Michigan University for undergraduate geosciences and environmental studies students to (1) improve student understanding of complex environmental systems, specifically targeting lake systems; (2) facilitate student development of professional-level, field- and laboratory-based skills for lake water and sediment analysis; and (3) strengthen student teamwork and communication skills. In this course, students designed and completed a study of water quality in a local kettle lake. The instructor used short “question of the day” exercises, brief lectures, and in-class exercises to familiarize students with analytical and field techniques relevant to the posed problem. At the end of the semester, students presented their work in a public poster session and written report submitted to a local community association. The course was assessed using student work, a preinstruction experience survey, a postinstruction course evaluation, a pre- and postinstruction knowledge test, and a series of interviews with select students. Analysis of the full suite of assessment data suggests that students developed a significantly improved understanding of lake systems and the process of eutrophication and perceived that the course improved their analytical and interpersonal skills. However, lower-performing students (i.e., those with a lower grade point average) and students with weaker backgrounds in geochemistry tended to provide less sophisticated test responses and showed less ability to transfer knowledge gained in the course to other environmental systems. Overall, students reported a strong sense of satisfaction with the authentic inquiry and community-oriented nature of the course. Compared to students in the first year of the course, students in the second offering appeared to be somewhat less excited and engaged, which may reflect a perceived lack of novelty and new discovery about the field site and study question. Thus, to insure continued high levels of engagement of students in subsequent years, we recommend periodically shifting either the field site or the central research question addressed by the class.

What is motivating middle-school science teachers to teach climate change?*

ABSTRACT Adoption of science content standards that include anthropogenic climate change has prompted widespread instruction in climate change for the first time. However, the controversial nature of the topic can be daunting and many teachers share misconceptions that lead to weak treatment of climate change in classrooms. Nevertheless, numerous teachers have embraced the topic and are providing illustrations of deliberate climate change education. In this study we investigated teacher motivation using focus groups with middle school teachers who currently teach climate change. Qualitative analysis of the collective teacher voices yielded underlying motivations. Our findings suggest that these teachers’ interest in environmentalism naturally translates to climate change advocacy and motivates teaching the topic. Their knowledge and expertise gives them confidence to teach it. These teachers see themselves as scientists, therefore their views align with the scientific consensus. They practice authentic scientific research with their students, thus confirming valued characteristics of their scientist identity. Finally, our findings suggest that teaching climate change gives these teachers a sense of hope as they impact the future through their students. This study contrasts with skepticism over the state of climate change education and contributes to an understanding of how climate change education is motivated in teachers.

Development and validation of the anthropogenic climate change dissenter inventory

Abstract Individuals are exposed to misleading or outright false anthropogenic climate change (ACC) information. The goals of this study are to identify ACC dissenter messages, and to develop an instrument that quantifies the extent to which individuals agree with these messages. The instrument was developed using a sequential mixed methods design. A qualitative analysis of YouTube videos produced a bank of dissenter messages. A Likert-type survey was derived from these statements and completed by adults who reside in the United States of America (N = 133) via Amazon’s Mechanical Turk. Parametric and non-parametric tests were used to explore the data, determine relations, and test the instrument’s validity and reliability. Dissenter statements factored into five unique categories. Confirmatory Factor Analysis (N = 151) was used to validate the instrument. Results suggest this instrument will be useful for understanding how different segments of the public, as measured by demographic variables, agree with misleading climate material.

Identifying the Local Impacts of National ATE Centers on Their Host Institutions: An Exploratory Study.

The purpose of this study is to identify the local impacts of national advanced technological education (ATE) centers on their host institutions. A sample of three mature, national ATE centers are chosen, with each center serving as a case for a mixed-methods, collective case study research design. Results, drawn from interviews and surveys, indicate that national ATE centers create a variety of direct local impacts (i.e., impacts related to improving education in the targeted technology field) and indirect local impacts (i.e., impacts on the host institution that are beyond the targeted technology field). Direct impacts are created by a depth of focus on and connections to the targeted technology field, whereas indirect impacts are created by diversification within the host institution through collaborations with other projects on campus. The organizational structure and physical location of a center are also found to be important factors affecting the types of impacts created. In addition, characteristics such as strong center–industry partnerships, leadership qualities of the center directors, and a culture that promotes grant getting at the host institution are found to contribute to both types of impacts. The authors suggest that local impacts can be sustained through development and articulation of an ATE center’s core competencies.