This manuscript addresses the potential role of geoscience education research in understanding geoscience expert practice. We note the similarity between the perception-action framework of Ulric Neisser (Neisser, 1976) and the observation-prediction framework used by geoscience practitioners. The consilience between these two approaches is that…

Interest is a complex interplay between affective and cognitive components that drive motivation. Over decades of work in the educational psychology community, a theoretical framework has emerged that explains this complex interplay. Interest is initially externally triggered (triggered situational interest), which, through support, can become…

Individuals use information selectively, in ways that support group beliefs or one's psychological needs--this is motivated reasoning. Motivated reasoning is revealed in correlations between (1) opinions/knowledge and (2) individual cognitive preferences, such as need for closure, belief in a just world, and authoritarianism. We ask whether…

Communicating even fundamental scientific concepts can be challenging. Furthermore, student mental models are often difficult to uncover even by the most talented teacher or researcher. Drawing is a universal process skill widely used by scientists to refine their conceptions about a wide range of topics, communicate ideas, and advance scientific…

Improving the ability of young people to construct arguments about controversial science topics is a desired outcome of science education. The purpose of this research was to evaluate the impact of an argumentation intervention on the socioscientific issue of climate change with Year 10 students in a disadvantaged Australian school. After…

This paper describes the results of a survey administered to members of the American Association of Physics Teachers and the National Earth Science Teachers Association to measure the nature and frequency of the integration of Earth and space science (E&SS) concepts into physics courses, as well as the need and interest of physics teachers to…

We developed and tested different pedagogical treatments using an Augmented Reality (AR) Sandbox to teach introductory geoscience students about reading topographic maps at five institutions in both pilot and full implementation studies. The AR Sandbox treatments were characterized as 1) unstructured play, 2) a semi-structured lesson, and 3) a…

This paper explains and analyses a virtual gamification experience developed by a teaching group from the University of Catania (Italy) and the University of Cordoba (Spain). A competition based on professional tasks about hydrological planning was implemented in two subjects on Hydrological Sciences. The teaching experience was designed to…

Community colleges are a major entry point for many students to post-secondary education, particularly for minority, first-generation, low-income, and older students. A range of factors including transfer-readiness, curricular alignment, financial barriers, and transfer guidance, influence successful transfer between two-year colleges (2YCs) and…

In this mixed method study, we analyse the effectiveness of two pedagogical approaches -- one model-based and another non-model-based -- for developing secondary students' understanding of the phenomenon of increase in Earth's average surface temperatures, a core dimension of global climate change (GCC). Building on past research on teaching and…

This article describes a project that integrates English Language Arts (ELA) and coding into environmental science. For this project, students researched science content about human impact on the environment, communicated their findings through a traditionally formatted narrative story, and then used a coding program called Scratch to create an…

Educational policy and management emphasise the role of science (e.g., earth science, geography) as a fundamental aspect of societal advance, but student enrolments at universities in these disciplines remain low. This commentary explores ways to foster more collaboration between university academics and high school teachers to implement…

As contemporary society evolves, technological revolutions are increasingly forcing academic and secondary institutions to adopt innovative strategies rather than traditional instruction. Therefore, the use of ICT in teaching is an active teaching method with proven effectiveness on learning outcomes and student motivation in life and earth…

This paper addresses the subject of the semiosis process in the transactions between teachers and students about the knowledge at stake in science education. We present a conceptualisation of these transactions as a joint action between students and teachers. This conceptualisation enables us to understand the semiosis process as it unfolds during…

In the decade since the 2007 "JGE" special issue on broadening participation, much work has been done to draw new voices into the geosciences, and the number of students from underrepresented groups graduating with geoscience degrees has grown. However, the rate of increase is not yet large enough that geoscience demographics represent…