Faculty Accounts of Teaching Geoscientific Thinking

Geoscience methods applied to real-world problems
Kathleen Harper, The University of Montana
This webpage is an educational essay discussing how geoscience methods—such as observation, measurement, and modeling—are applied to real-world problems like natural hazards, resource management, and environmental issues, with regional and global case studies to enhance science education. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Why do we teach geoscience to non-majors?
Kaatje van der Hoeven Kraft, Whatcom Community College
An essay page from the InTeGrate project discussing the rationale for teaching geoscience to non-majors, emphasizing scientific literacy, the process of geoscience, modeling, and the role of introductory courses in fostering informed citizens through explicit instruction and experiential learning. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Differences in the methodology and justification of the field sciences and the classical experimental sciences
Carol Cleland, University of Colorado Boulder
Philosophical analysis comparing the distinct methodologies of historical field sciences and classical experimental sciences, emphasizing how time asymmetry in causation shapes their evidential reasoning, with field sciences relying on trace-based "smoking gun" detection for past events while experimental sciences focus on controlled prediction. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

My personal journey into the methods of geoscience
Jennifer Anderson, Winona State University
Personal reflection page by geoscientist Jennifer Anderson discussing her evolving understanding of geoscience methodologies, contrasting them with traditional scientific approaches, and exploring implications for teaching across physics, geology, and education disciplines. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

What should all citizens know about geoscience?
Basil Tikoff, University of Wisconsin-Madison
This essay page from the InTeGrate project explores the need for improving geoscience literacy among all citizens by shifting introductory science education from content-heavy, discipline-specific instruction to a methodology-focused, interdisciplinary approach that emphasizes scientific reasoning, critical thinking, and real-world relevance, particularly through understanding Earth's systems and societal challenges like climate change and resource sustainability. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Developing a hands-on approach to collecting, analyzing, and interpreting weather observations and climate data
Cindy Shellito, University of Northern Colorado
This educational essay page details a pedagogical approach to teaching meteorology and climatology through hands-on data collection, analysis, and interpretation, emphasizing student-built instruments, spreadsheet modeling, and climate simulations to foster scientific thinking and challenge misconceptions about science. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Why I have my students explore methods of the geosciences
Paul Vincent, Valdosta State University
An educational essay page detailing a geoscience educator's pedagogical approach in a "Tools of the Geosciences" course, emphasizing student-centered discovery of field, computer, and research methods through hands-on, minimally guided activities to foster deeper understanding and meaningful learning. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Learning geoscience by talking and doing
Julie Stoughton, University of Nevada-Reno
Personal essay detailing a geoscience educator's pedagogical evolution from outdoor instruction to university teaching, emphasizing active learning strategies like small-group discussions, data analysis, and field-based labs to engage non-majors and majors in geoscience practices. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Teaching the scientific method at a community college
Pier Bartow, Klamath Community College
Essay detailing a community college's standardized six-step scientific method curriculum, emphasizing pedagogical continuity, student reinforcement, and geoscience education practices at Klamath Community College. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Should we teach how to cope with uncertainty and incomplete data?
Scott Linneman, Western Washington University
An educational essay page discussing the importance of teaching students to cope with uncertainty and incomplete data in geoscience education, emphasizing the role of authentic data, historical context, and field experiences in developing scientific resilience and critical thinking within Earth science pedagogy. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.