The Role of Geoscience Education Research in the Consilience between Science of the Mind and Science of the Natural World

REFERENCES

• Alcalde, J., Bond, C.E., Johnson, G., Butler, R.W., Cooper, M.A., and Ellis, J.F. 2017. The importance of structural model availability on seismic interpretation. Journal of Structural Geology 97:161–171.
   Web of Science ®Google Scholar
• Atwater, T. 1970. Implications of plate tectonics for the Cenozoic tectonic evolution of western North America. Geological Society of America Bulletin 81 (12):3513–3536.
   Google Scholar
• Baker, K.M., Johnson, A.C., Callahan, C.N., and Petcovic, H.L. 2016. Use of cartographic images by expert and novice field geologists in planning fieldwork routes. Cartography and Geographic Information Science 43 (2):176–187.
   Web of Science ®Google Scholar
• Bond, C.E. 2015. Uncertainty in structural interpretation: Lessons to be learnt. Journal of Structural Geology 74:185–200.
   Google Scholar
• Bond, C.E., Gibbs, A.D., Shipton, Z.K., and Jones, S. 2007. What do you think this is? “Conceptual uncertainty” in geoscience interpretation. GSA Today 17 (11):4–10.
   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
• Bransford, J.D., Brown, A.L., and Cocking, R.R. 1999. How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
   Google Scholar
• Chi, M.T.H. 2000. Self-explaining expository texts: The dual process of generating inferences and repairing mental models. In Glaser, R., ed., Advances in instructional psychology. Mahwah, NJ: Lawrence Erlbaum Associates, p. 161–238.
   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
• Davis, J.R., and Titus, S.J. 2017. Modern methods of analysis for three-dimensional orientational data. Journal of Structural Geology 96:65–89.
   Google Scholar
• Freeman, B., Boult, P.J., Yielding, G., and Menpes, S. 2010. Using empirical geological rules to reduce structural uncertainty in seismic interpretation of faults. Journal of Structural Geology 32:1668–1676.
   Web of Science ®Google Scholar
• Gagnier, K.M., Atit, K., Ormand, C.J., and Shipley, T.F. 2016. Comprehending 3D diagrams: Sketching to support spatial reasoning. Topics in Cognitive Science in press.
   Google Scholar
• Galison, P. 1997. Image and logic: A material culture of microphysics. Chicago, IL: The University of Chicago Press.
   Google Scholar
• Gentner, D., and Stevens, A. 1983. Mental models. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Gilbert, G.K. 1886. The Inclucation of the scientific method by example, with an illustration drawn from the quaternary geology of Utah. American Journal of Science 31:284–299.
   Google Scholar
• Gilbert, J.K., and Justi, R. 2016. Modelling-based teaching in science education. Cham, Switzerland: Springer International Publishing.
   Google Scholar
• Hambrick, D.Z., Libarkin, J.C., Petcovic, H.L., Baker, K.M., Elkins, J., Callahan, C.N., Turner, S.P., Rench, T.A., and LaDue, N.D. 2012. A test of the circumvention-of-limits hypothesis in scientific problem solving: The case of geological bedrock mapping. Journal of Experimental Psychology: General 141 (3):397–403.
   Google Scholar
• Kahneman, D., and Tversky, A. 1996. On the reality of cognitive illusions. Psychological Review 103 (3):582–591.
   Google Scholar
• Kastens, K.A., Krumhansl, R., and Baker, I. 2015. Thinking big: Transitioning your students from working with small student-collected data sets towards “big data.” Science Teacher 82 (5):25–31.
   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., Rivet, A., Lyons, C., and Riley-Miller, A. 2013. Students' use of physical models to experience key aspects of scientists' knowledge-creation process. Paper presented at the National Association for Research in Science Teaching Annual International Conference, Rio Mar, Puerto Rico, April 5–9.
   Google Scholar
• Kuhn, T. 1962. The structure of scientific revolutions. Chicago, IL: The University of Chicago Press.
   Google Scholar
• MacLeod, M., and Nersessian, N.J. 2016. Interdisciplinary problem-solving: Emerging modes in integrative systems biology. European Journal of Philosophy of Science 6 (3):401–418.
   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).
   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
• Muller, G. 2014. Teaching conceptual modeling at multiple system levels using multiple views. Procedia CIRP 21:58–63.
   Google Scholar
• Neisser, U. 1976. Cognition and reality: Principles and implications of cognitive psychology. New York: W.H. Freeman.
   Google Scholar
• Next Generation Science Standards (NGSS) Lead States . 2013. Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
   Google Scholar
• Nosofsky, R.M. 2015. An exemplar-model account of feature inference from uncertain categorizations. Journal of Experimental Psychology: Learning, Memory and Cognition 41:1929–1941.
   Google Scholar
• Oreskes, N. 1999. The rejection of continental drift. Oxford, UK: Oxford University Press, 403 p.
   Google Scholar
• Pinker, S. 1998. The theory of everything. Available at http://www.slate.com/articles/arts/books/1998/04/the_theory_of_everything.html (accessed 12 February 2017).
   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
• Schwartz, B. 2015. Why we work. New York: Simon and Schuster.
   Google Scholar
• Shipley, T.F., and Tikoff, B. 2016. Linking cognitive science and disciplinary geoscience practice: The importance of the conceptual model. In Krantz, B., Ormand, C., and Freeman, B., eds., 3-D structural interpretation: Earth, mind, and machine. AAPG Memoir 111:219–237.
   Google Scholar
• Whewell, W. 1840. The philosophy of the inductive sciences: Founded upon their history, vols. 1 and 2. London, UK: J.W. Parker.
   Google Scholar
• Wiley, J., and Myers, J.L. 2003. Availability and accessibility of information and causal inferences from scientific text. Discourse Processes 36:109–129.
   Web of Science ®Google Scholar
• Wilson, E.O. 1998. Consilience among the great branches of learning. Daedalus 127 (1):131–149.
   Google Scholar