Faculty Accounts of Teaching Geoscientific Thinking

Differences in the methodology and justification of the field sciences and the classical experimental sciences
Carol Cleland, University of Colorado at 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.

A metacognitive approach to teaching geologic reasoning
Steve Reynolds, Arizona State University at the Tempe Campus
An academic essay page detailing a metacognitive pedagogical approach to teaching geologic reasoning, emphasizing strategies like think-aloud modeling, concept sketches, and disembedding to enhance students' critical thinking and problem-solving skills in geoscience 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.

The child as history: recapitulation goes to school
Kip Ault, Lewis & Clark College
An academic essay page analyzing the historical influence of recapitulation theory and Herbartian philosophy on child-centered education, emphasizing evolutionary analogies in developmental pedagogy, the role of G. Stanley Hall and John Dewey, and connections to modern science teaching methods in geoscience 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.

The use of field experience and anecdotes in teaching
Joel Aquino, University of North Georgia / Hall County Schools
An essay page detailing how a geoscience educator integrates field experience and personal anecdotes into teaching to enhance student engagement, emphasizing real-world applications, process-oriented labs, and cross-cultural perspectives in geology 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.

Teaching the methods of geoscience in a mineralogy class
Dave Mogk, Montana State University-Bozeman
A pedagogical essay page detailing how mineralogy instruction can scaffold geoscience methods—integrating historical scientific development, theoretical reasoning, analytical techniques, and societal relevance—to cultivate students' scientific habits of mind and professional preparation in geoscience 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.

Teaching Geoscience Methods in the Field
Dave Mogk, Montana State University-Bozeman
A scholarly essay page discussing the pedagogical importance of field-based instruction in geoscience education, emphasizing cognitive, affective, and metacognitive learning gains, the role of direct observation and inscriptions, community of practice development, and best practices for teaching geoscience methods in natural environments. 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.

Geoscience methods applied to real-world problems
Kathleen Harper, The University of Montana-Missoula
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.

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.