Faculty Accounts of Teaching Geoscientific Thinking

Geoscience fundamentals: teaching the methods and philosophies of science through writing
Barbara Bekken, Virginia Polytechnic Institute and State University
A scholarly essay page detailing the development and pedagogy of a required undergraduate course, "Geoscience Fundamentals," that teaches scientific thinking, geoscience methodologies, and discipline-specific communication through writing, reflection, and problem-based learning to better prepare students for careers or graduate study in the geosciences. 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.

Research on Learning in the Geosciences: Contexts, Goals and Opportunities
Dave Mogk, Montana State University
Essay page discussing geoscience education research, covering learning contexts, pedagogical goals, and collaborative opportunities in teaching Earth system sciences, authored by Dave Mogk for an NSF-sponsored workshop. 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
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.

A metacognitive approach to teaching geologic reasoning
Steve Reynolds, Arizona State University Campus Immersion; Julia K Johnson
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.

Using models in geoscience
Bob Mackay, Clark College
This webpage is an academic essay discussing the use of computer simulation models in geoscience education, emphasizing inquiry-based learning, systems thinking, and climate change modeling, with practical examples like CO2 cycle simulations and model-based games for undergraduate instruction. 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.

Introducing the methods of geoscience to physical geology students
Beth Dushman, Howard Community College
A geoscience education essay page detailing strategies for teaching non-majors and majors in physical geology through critical reasoning, scientific method application, observational labs, communication exercises, and media literacy, with an emphasis on plate tectonics, natural hazards, and ongoing geological research. 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.