Transdisciplinary Science Education Research and Practice: Opportunities for GER in a Developing STEM Discipline-Based Education Research Alliance (DBER-A)

REFERENCES

Introduction

• Anderson, T., and Shattuck, J. 2012. Design-based research a decade of progress in education research? Educational Researcher 41:16–25.
   Web of Science ®Google Scholar
• Dolan, E.L., Elliott, S.L., Henderson, C., Curran-Everett, D., St. John, K., and Ortiz, P.A. 2017. Evaluating discipline-based education research for promotion and tenure. Innovative Higher Education, p. 1–9, doi:https://doi.org/10.1007/s10755-017-9406-y .
   PubMed Web of Science ®Google Scholar
• Galison, P. 1997. Image & logic: A material culture of microphysics. Chicago, IL: The University of Chicago Press.
   Google Scholar
• Kastens, K.A., and Manduca, C.A., eds. 2012. Earth and mind II: A synthesis of research on thinking and learning in the geosciences. Geological Society of America Special Paper 486. Charlotte, NC: Geological Society of America.
   Google Scholar
• Manduca, C.A., and Mogk, D., eds. 2006. Earth and mind: How geologists think and learn about the Earth. Geological Society of America Special Paper 413 , Philadelphia, PA: Geological Society of America.
   Google Scholar
• National Research Council . 2012. Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. Washington, DC: National Academies Press, doi:https://doi.org/10.17226/13366 .
   Google Scholar
• Talanquer, V. 2014. DBER and STEM education reform: Are we up to the challenge? Journal of Research in Science Teaching 51 (6):809–819.
   Web of Science ®Google Scholar
• Description of GER in the GER Toolbox: http://nagt.org/nagt/geoedresearch/index.html
   Google Scholar
• Conversation notes from the first Geoscience Education Research and Practice Forum at the Earth Educators' Rendezvous: https://serc.carleton.edu/earth_rendezvous/2017/program/ger/index.html
   Google Scholar
• 2017 GER Grand Challenges Survey: http://nagt.org/nagt/geoedresearch/transform_GER/webinar.html
   Google Scholar
• 2016 GER Community Needs Survey: http://nagt.org/nagt/profdev/workshops/GER_community/GER_webinar.html
   Google Scholar
• STEM DBER meeting in November 2016 at AAAS: https://www.aaas.org/news/experts-seek-boost-knowledge-and-allies-teaching-stem
   Google Scholar
• Transforming Research in Undergraduate STEM Education meetings: http://www.chem.purdue.edu/Towns/TRUSE/index.html
   Google Scholar

What Opportunities are Afforded by a Cross-DBER-A?

• Bransford, J.D., Brown, A.L., and Cocking, R.R. 1999. How people learn: Brain, mind, experience, and school. Washington, DC: National Academies Press.
   Google Scholar
• Chi, M.T.H. 2005. Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of Learning Sciences 14:161–199, doi:https://doi.org/10.1207/s15327809jls1402_1 .
   Web of Science ®Google Scholar
• Chi, M.T.H. 2008. Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In Vosniadou, S., ed., International handbook of research on conceptual change. New York: Routledge, p. 61–82.
   Google Scholar
• Henderson, C., Connolly, M., Dolan, E.L., Finkelstein, N., Franklin, S., Malcom, S., Rasmussen, C., Redd, K., and St. John, K. 2017. Towards the STEM DBER alliance: Why we need a discipline-based STEM education research community. Journal of Engineering Education 106 (3):349–355.
   Web of Science ®Google Scholar
• Macdonald, R.H., Manduca, C.A., Mogk, D.W., Tewksbury, B.J. 2005. Teaching methods in undergraduate geoscience courses: Results of the 2004 On the Cutting Edge survey of U.S. faculty. Journal of Geoscience Education 53 (3):237–252.
   Google Scholar
• Manduca, C.A., Iverson, E.R., Luxenberg, M., Macdonald, R.H., McConnell, D.A., Mogk, D.W., and Tewksbury, B.J. 2017. Improving undergraduate STEM education: The efficacy of discipline-based professional development. Science Advances 3 (2):e1600193.
   Web of Science ®Google Scholar
• NRC , 2012.
   Google Scholar
• Shipley, T.F., and Tikoff, B. 2017. The role of geoscience education research in the consilience between science of the mind and science of the natural world. Journal of Geoscience Education , 65 (4):393–398.
   Google Scholar
• GER themes in Table I and work on overarching research questions: https://serc.carleton.edu/earth_rendezvous/2017/program/morning_workshops/w3/index.html
   Google Scholar

What are the Potential DBER-A Opportunities for GER?

• McNeal, K.S., and Petcovic, H. 2017. Sparking conversations about graduate programs in geoscience education research. Journal of Geoscience Education , 65 (4):399–406.
   Google Scholar
• St. John, K., and McNeal, K. 2017. The strength of evidence pyramid: One approach for characterizing the strength of evidence of geoscience education research (GER) community claims. Journal of Geoscience Education , 65 (4):363–372.
   Google Scholar
• Public Trellis group, the STEM DBER alliance: https://www.trelliscience.com
   Google Scholar
• GER Toolbox: http://nagt.org/nagt/geoedresearch/
   Google Scholar

What Makes GER a Powerful Engine to Advance the Goals of a Cross-Stem DBER-A?

• Ainsworth, S., Prain, V., and Tytler, R. 2011. Drawing to learn in science. Science 333:1096–1097.
   PubMed Web of Science ®Google Scholar
• Alibali, M.W. 2005. Gesture in spatial cognition: expressing, thinking, and communicating about spatial information. Spatial Cognition and Computation 5:307–331.
   Google Scholar
• Bond, C.E., Philo, C. and Shipton, Z.K. 2011. When there isn't a right answer: Interpretation and reasoning, key skills for twenty-first century geoscience. International Journal of Science Education 33 (5):629–652.
   Google Scholar
• Dodick, J., and Orion, N. 2003. Cognitive factors affecting student understanding of geologic time. Journal of Research in Science Teaching 40 (4):415–442.
   Web of Science ®Google Scholar
• Frodeman R., 1995. Geological reasoning: Geology as an interpretive and historical science. Geological Society of America Bulletin 107 (8):960–968.
   Web of Science ®Google Scholar
• Gagnier, K.M., Atit, K., Ormand, C.J., and Shipley, T.F. 2016. Comprehending diagrams: Sketching to support spatial reasoning. Topics in Cognitive Science . In press.
   Google Scholar
• Gentner, D., and Stevens, A. 1983. Mental models. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Gobert, J.D., and Clement, J.J. 1999. Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal on Research in Science Teaching 36:39–53.
   Web of Science ®Google Scholar
• Hegarty, M., Crookes, R.D., Dara-Abrams, D., and Shipley, T.F. 2010. Do all science disciplines rely on spatial abilities? Preliminary evidence from self-report questionnaires. In Hoelscher, C., Shipley, T.F., Bateman, J., Olivetti, M., and Newcombe, N., eds., Spatial cognition VII: Lecture notes in computer science. Lecture Notes in Artificial Intelligence Series. Berlin, Germany: Springer-Verlag, p. 85–94.
   Google Scholar
• Hubenthal, M., LaDue, N. Taber, J., Andersson, A., Bassis, J., Kraft, K., Lea, P., Pressley, S., Stambaugh, B., and Sumy, D. 2015. ENGAGE: Encouraging networks between geoscience and geoscience education. Report of the workshop held January 18–20, 2015, Arlington, VA. Available at https://www.iris.edu/hq/files/workshops/2015/ENGAGE_FINAL.pdf (accessed 7 July 2017).
   Google Scholar
• Kali, Y., and Orion, N. 1996. Spatial abilities of high-school students in the perception of geologic structures. Journal of Research in Science Teaching 33:369–391.
   Web of Science ®Google Scholar
• Kastens, K.A. 2016. Reinforcing feedback loops power effective communities of practice. https://serc.carleton.edu/earthandmind/posts/commofpract.html (accessed 7 July 2017).
   Google Scholar
• Kastens, K.A., Agrawal, S., and Liben, L.S. 2009. How students and field geologists reason in integrating spatial observations from outcrops to visualize a 3-D geological structure. International Journal of Science Education 31:365–394.
   Web of Science ®Google Scholar
• Kastens, K.A., and Ishikawa, T. 2006. Spatial thinking in the geosciences and cognitive sciences: A cross-disciplinary look at the intersection of the two fields. In Manduca, C.A., and Mogk, D., eds., Earth and mind: How geologists think and learn about the Earth. Geological Society of America Special Paper 413. Philadelphia, PA: Geological Society of America, p. 51–74.
   Google Scholar
• Kastens, K.A., and Manduca, C.A. 2017. Using systems thinking in the design, implementation and evaluation of complex educational interventions, with examples from the InTeGrate project. Journal of Geoscience Education 65 (3):219–230.
   Google Scholar
• Kastens, K.A., Krumhansl, R., and Baker, I. 2015. Thinking big: Transitioning your students from working with small, student-collected data sets toward “big data.” Science Teacher 82 (5):25–31.
   Google Scholar
• Krantz, R.W., Ormand, C.J., and Freeman, B., eds., Earth, mind, and machine: 3D structural interpretation. American Association of Petroleum Geologists Memoir 111, Hedberg Series 6.
   Google Scholar
• Liben, L.S., and Titus, S.J. 2012. The importance of spatial thinking for geoscience education: Insights from the crossroads of geoscience and cognitive science. In Kastens, K.A., and Manduca, C.A., eds., Earth and mind II: A synthesis of research on thinking and learning in the geosciences. Geological Society of America Special Paper 486. Charlotte, NC: Geological Society of America, p. 51–70.
   Google Scholar
• Liben, L.S., Christensen, A.E., and Kastens, K.A. 2010. Gestures in geology: The roles of spatial skills, expertise, and communicative context. Spatial Cognition 7:95–111.
   Google Scholar
• Manduca, C.A., Mogk, D.W., and Stillings, N. 2004. Bringing research on learning to the geosciences. Northfield, MN: Science Education Resource Center, Carleton College, 32p. http://serc.carleton.edu/files/research_on_learning/ROL0304_2004.pdf (accessed 7 July 2017).
   Google Scholar
• McConnell, D.A., and van Der Hoeven Kraft, K.J. 2011. Affective domain and student learning in the geosciences. Journal of Geoscience Education 59 (3):106–110.
   Google Scholar
• Mogk, D.W., and Goodwin, C. 2012. Learning in the field: Synthesis of research on thinking and learning in the geosciences. Geological Society of America Special Paper 486, p. 131–163. doi:https://doi.org/10.1130/2012.2486(24).
   Google Scholar
• National Science Teachers Association . 2015. Big data. The Science Teacher 82 (5). Available at https://www.nsta.org/exhibitsadv/2016MediaKit/Sample_PDF/TSTSummer2015_complete.pdf (accessed 7 July, 2017).
   Google Scholar
• Reynolds, S.J., Johnson, J.K., Piburn, M.D., Leedy, D.E., Coyan, J.A., and Busch, M.M. 2005. Visualization in undergraduate geology courses. In Gilbert, J.K., ed. Visualization in science education. Boston, MA: Kluwer Academic Publishers, p. 253–266.
   Google Scholar
• Riggs, E.M., Lieder, C.C. and Balliet, R., 2009. Geologic problem solving in the field: Analysis of field navigation and mapping by advanced undergraduates. Journal of Geoscience Education 57 (1):48–63.
   Google Scholar
• Tretter, T.R., Jones, M.G., Andre, T., Negishi, A., and Minogue, J. 2006. Conceptual boundaries and distances: Students' and experts' concepts of the scale of scientific phenomena. Journal of Research in Science Teaching 43 (3):282–319.
   Web of Science ®Google Scholar
• Uttal, D., Meadow, N., Tipton, E., Hand, L., Alden, A., Warren, C., and Newcombe, N.S. 2013. The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin 139 (2):352–402.
   Google Scholar
• Van Meter, P., and Garner, J. 2005. The promise and practice of learner-generated drawing: Literature review and synthesis. Educational Psychology Review 17:285–325, doi:https://doi.org/10.1007/s10648-005-8136-3 .
   Web of Science ®Google Scholar
• Whitmeyer, S.J., Mogk, D.W., and Pyle, E.J., eds. 2009. Field geology education: Historical perspectives and modern approaches. Geological Society of America Special Paper 461. Boulder, CO: Geological Society of America.
   Google Scholar
• Earth Educators' Rendezvous: https://serc.carleton.edu/earth_rendezvous/index.html
   Google Scholar
• Convergence science at the human technology frontier: https://www.nsf.gov/pubs/2017/nsf17065/nsf17065.pdf
   Google Scholar
• On the Cutting Edge Professional Development program: https://serc.carleton.edu/NAGTWorkshops/index.html
   Google Scholar
• InTeGrate program: https://serc.carleton.edu/integrate/index.html
   Google Scholar
• Index to Marine and Lacustrine Geological Samples: https://www.ngdc.noaa.gov/mgg/curator/
   Google Scholar
• National Association of Geoscience Teachers: https://nagt.org/index.html
   Google Scholar

Next Steps

• Galison , 1997.
   Google Scholar
• Kuhn, T. 1962. The structure of scientific revolutions. Chicago, IL: The University of Chicago Press.
   Google Scholar
• Trellis: https://www.trelliscience.com/#/group-related/1173?tab=1
   Google Scholar