Jason Jones

Department of Marine, Earth, and Atmospheric Sciences

North Carolina State University

Hello! My name is Jason Jones and I am a graduate student in the Geoscience Learning Process Research Group at North Carolina State University lead by David McConnell. Our group researches the most affective teaching and learning practices for geoscience education at a number of levels; from the student’s cognitive perspective to course design to faculty professional development. Personally, I am currently studying the effect of empirical measures of students’ metacognitive processes on their level of self-regulated learning and achievement within the context of introductory geoscience courses at the undergraduate level.

Workshop Leader, Website Contributor, Reviewer

Website Content Contributions

Activity (1)

Active Learning for the Under-resourced and Overwhelmed Instructor part of Earth Educators Rendezvous:Previous Rendezvous:Rendezvous 2018:Program:Teaching Demonstrations:Tuesday
Active learning provides peer-to-peer interaction as students participate in activities that include opportunities for reflection and/or assessment of learning. Regardless of your experience as an instructor, the ...

Conference Presentations (4)

Thursday A: Recruiting, Retaining and Graduating our Students & Broadening Participation: Focusing on Student Development part of Earth Educators Rendezvous:Previous Rendezvous:Rendezvous 2017:Program:Oral Sessions:Thursday A
Thursday A: Recruiting, Retaining and Graduating our Students & Broadening Participation: Focusing on Student Development ...

How Do Effort and Judgments of Learning during Online Practice Quizzes Predict Exam Outcomes in an Introductory Physical Geology Course? part of Earth Educators Rendezvous:Previous Rendezvous:Rendezvous 2018:Program:Oral Sessions:Monday A
The level of consonance between students' perceptions of their abilities and their actual ability to perform is often quite limited. The ability to accurately monitor the level of one's learning is an ...

Leveraging the relationship between student confidence and performance to promote achievement in introductory geoscience courses part of Earth Educators Rendezvous:Previous Rendezvous:Rendezvous 2017:Program:Oral Sessions:Thursday A
Many students don't know how learning happens, nor what they have to do to make it happen. This awareness of how to learn falls under the purview of metacognition and in a process called self-regulation. ...

Using confidence judgements to identify characteristics of students' metacognitive awareness and achievement in introductory geoscience courses part of Earth Educators Rendezvous:Previous Rendezvous:Rendezvous 2016:Program:Oral Sessions:Wednesday A
Metacognition is one's ability to recognize the workings and characteristics of their own knowledge and thought processes. In conjunction with the sensory, short-term, and long-term memories, a student's ...

Other Contributions (2)

Measuring and Increasing the Level of Inquiry in Science Laboratory Activities part of Earth Educators Rendezvous:Rendezvous 2019:Program:Morning Workshops:Measuring and Increasing the Level of Inquiry in Science Laboratory Activities
Commercially available lab manuals for introductory science courses are often devoid of authentic inquiry opportunities for learners (Buck et al., 2008). Inquiry-based activities have been empirically-shown to ...

Getting Started in GER: Designing an Effective Geoscience Education Research Protocol part of Earth Educators Rendezvous:Previous Rendezvous:Rendezvous 2016:Program:Morning Workshops:Designing GER Protocol
This workshop will discuss the components of some common types of both qualitative and quantitative geoscience education research. We will discuss potential collaborations among participants who are interested in ...