Peer Review Publications

Atit, K., Gagnier, K., & Shipley, T. F. (2015). Student gestures aid penetrative thinking. Journal of Geoscience Education, 63(1), 66-72.

Ault, C. R. (1998). Criteria of excellence for geological inquiry: the necessity of ambiguity. Journal of Research in Science Teaching, 35(2), 189–212.

Beatty, I. D., & Gerace, W. J. (2009). Technology-enhanced formative assessment: a research-based pedagogy for teaching science with classroom response technology. Journal of Science Education and Technology, 18(2), 146–162.

Cheek, K. A. (2010). Commentary: A summary and analysis of twenty seven years of geoscience conceptions research. Journal of Geoscience Education, 58(3), 122–134.

Cheek, K. A., LaDue, N. D., & Shipley, T. F. (2017). Learning about spatial and temporal scale: current research, psychological processes, and classroom implications. Journal of Geoscience Education, 65(4), 455–472.

Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American journal of physics, 69(9), 970-977.

Francek, M. (2013). A compilation and review of over 500 geoscience misconceptions. International Journal of Science Education, 35(1), 31–64.

Gagnier, K. M., Atit, K., Ormand, C. J., & Shipley, T. F. (2017). Comprehending 3D diagrams: sketching to support spatial reasoning. Topics in Cognitive Science, 9(4), 883–901.

Gold, A. U., Pendergast, P. M., Ormand, C. J., Budd, D. A., & Mueller, K. J. (2018). Improving spatial thinking skills among undergraduate geology students through short online training exercises. International Journal of Science Education, 40(18), 2205-2225.

Hannula, K. A. (2019). Do geology field courses improve penetrative thinking?. Journal of Geoscience Education, 67(2), 143-160.

James, N. M., Kreager, B. Z., & LaDue, N. D. (2021). Predict-observe-explain activities preserve introductory geology students' self-efficacy. Journal of Geoscience Education, 1-12.

Jee, B. D., Uttal, D. H., Gentner, D., Manduca, C., Shipley, T. F., Tikoff, B., ... & Sageman, B. (2010). Commentary: Analogical thinking in geoscience education. Journal of Geoscience Education, 58(1), 2-13.

Kastens, K. A., & Ishikawa, T. (2006). Spatial thinking in the geosciences and cognitive sciences: A cross-disciplinary look at the intersection of the two fields. Special Papers-Geological Society of America, 413, 53.

Kurtz, K. J., Miao, C. H., & Gentner, D. (2001). Learning by analogical bootstrapping. The Journal of the Learning Sciences, 10(4), 417-446.

LaDue, N. D., Ackerman, J. R., Blaum, D., & Shipley, T. F. (2021). Assessing Water Literacy: Undergraduate Student Conceptions of Groundwater and Surface Water Flow. Water, 13(5), 622.

LaDue, N. D., McNeal, P. M., Ryker, K., St. John, K., & van der Hoeven Kraft, K. J. (2021). Using an engagement lens to model active learning in the geosciences. Journal of Geoscience Education, 1-33.

LaDue, N. D., & Shipley, T. F. (2018). Click-on-diagram questions: A new tool to study conceptions using classroom response systems. Journal of Science Education and Technology, 27(6), 492-507.

LaDue, N. D., & Shipley, T. F. (2020). Click-on-Diagram Questions: Using Clickers to Engage Students in Visual-Spatial Reasoning. In Active Learning in College Science (pp. 159-171). Springer, Cham.

Libarkin, J. C. (2006). College student conceptions of geological phenomena and their importance in classroom instruction. Planet, 17(1), 6–9.

National Research Council. (2012). Discipline-based education research: understanding and improving learning in undergraduate science and engineering. S. R. Singer, N. R. Nielsen, & H. A. Schweingruber (Eds.), Washington, D.C.: National Academies Press.

Newcombe, N. S., & Shipley, T. F. (2015). Thinking about spatial thinking: new typology, new assessments. In Studying visual and spatial reasoning for design creativity (pp. 179–192). Dordrecht: Springer

Ormand, C. J., Shipley, T. F., Tikoff, B., Dutrow, B., Goodwin, L. B., Hickson, T., ... & Resnick, I. (2017). The Spatial Thinking Workbook: A research-validated spatial skills curriculum for geology majors. Journal of Geoscience Education, 65(4), 423-434.

Resnick, I., Davatzes, A., Newcombe, N. S., & Shipley, T. F. (2017a). Using relational reasoning to learn about scientific phenomena at unfamiliar scales. Educational Psychology Review, 29(1), 11–25.

Resnick, I., Newcombe, N. S., & Shipley, T. F. (2017b). Dealing with big numbers: Representation and understanding of magnitudes outside of human experience. Cognitive science, 41(4), 1020-1041.

Sexton, J. M. (2012). College students' conceptions of the role of rivers in canyon formation. Journal of Geoscience Education, 60(2), 168-178.

Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: a meta-analysis of training studies. Psychological Bulletin, 139(2), 352–402.

Van Boening, A. M., & Riggs, E. M. (2020). Geologic gestures: A new classification for embodied cognition in geology. Journal of Geoscience Education, 68(1), 49-64.

« Previous Page