ICON article publishedpublished May 20, 2022 10:03am
The article includes three foci including: Geoscience Education Practice, Geoscience Education Research, and Diversity, Equity, Inclusion, and Justice. Each of these foci was supported by a writing leads and a writing team noted in the citation structure:
Conceptual Team: Sarah K. Fortner, Cathryn A. Manduca, Hendratta N. Ali, Casey M. Saup; DEIJ Writing Leads: Samuel C. Nyarko, Shannon Othus-Gault, Viranga Perera, Vincent C. H. Tong; Geoscience Education Practice Writing Leads: Anne U. Gold, Tanya Furman; Geoscience Education Research Writing Leads: Leilani Arthurs, Bridget K. Mulvey, Kristen St. John; DEIJ Writing Team: Joel G. Singley, Elijah Thomas Johnson, Molly Witter; Geoscience Education Practice Writing Team: Rebecca L. Batchelor, Deron T. Carter, M. Chantale Damas, Lynsey LeMay, Karen M. Layou, Russanne Low, Hui Hui Wang, Kai Olson-Sawyer, Amy Pallant, Katherine Ryker; Geoscience Education Research Writing Team: Laura Lukes, Nicole LaDue, Katherine Ryker, Kaatje J. van der Hoeven Kraft, Geoscience Education Perspectives on Integrated, Coordinated, Open, Networked (ICON) Science. Earth and Space Science (2022): e2022EA002298. https://agupubs.onlinelibrary.wiley.com/doi/full/10.1029/2022EA002298
Key points made in the Geoscience Education article include:
- ICON principles and practices are widely used in geoscience education to improve both research and practice
- Strengthened capacity for ICON practices is needed to advance current educational priorities
- A priority must be placed on full participation by groups that are systematically non-dominant and improving global interactions
Read more about how the Geoscience Education article was produced using coordination and networking processes described on the ICON Project Page.