Subject 1999 - 2010 : Education - general
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| Title | Author | Volume | Page # |
| A Comparison of the Performance of Online versus Traditional On-Campus Earth Science Students On Identical Exams | Werhner, M.J. | 58 | 310-312 |
| Climate Change in the Classroom: Patterns, Motivations, and Barriers to Instruction Among Colorado Science Teachers | Wise, S.B. | 58 | 297-309 |
| Peer Instruction and Lectire Tutorials Equally Improve Student Learning in Introductory Geology Classes | Mora, G. | 58 | 286-296 |
| Perceptions of the Nature of Science by Geoscience Students Experiencing Two Different Courses of Study | Nadelson, L.S. & Viskupic, K. | 58 | 275-285 |
| The InVest volcanic concept survey: Exploring student understanding about volcanoes | Parham, T.L.Jr. & others | 58 | 177-187 |
| Assessing factors that influence the recruitment of majors from introductory geology classes at Northern Arizona University | Hoisch, T. D. & Bowie, J.I. | 58 | 166-176 |
| Commentary: A summary and analysis of twenty-seven years of geoscience conceptions research | Cheek, K.A. | 58 | 122-134 |
| Call for papers: Geoscience education and global development | Anonymous | 58 | 121 |
| Lessons on the role of fun/playfulness from a geology undergraduate summer research program | Jarrett, O.S. & Burnley, P. | 58 | 110-120 |
| Strategies and rubrics for teaching chaos and complex systems theories as elaborating, self-organizing, and fractionating evolutionary systems | Fichter, L.S., & others | 58 | 68-85 |
| Expanding evolutionary theory beyond Darwinism with elaborating, self-organizing, and fractionating complex evolutionary systems | Fichter, L.S., & others | 58 | 58-64 |
| Commentary: Object and spatial visualization in geosciences | Kastens, K. | 58 | 52-57 |
| Editorial - Uncertainty is part of inquiry | St. John, Kristin | 58 | 51 |
| Six syllabi from the early years of American geological education, 1817-1838 | Stearns, R.G. & Corgan, J.X. | 58 | 21-31 |
| Analogical Thinking in Geoscience Education | Jee, B.D. & others | 58 | 2-13 |
| Editorial: What role do geoscientists play in society? | Libarkin, J.C. and others | 58 | 1 |
| Evaluating and communicating geologic reasoning with semiotics and certainty estimation | W.C. & Parcell, L.M. | 57 | 379-389 |
| An empirical methodology for investigating geocognition in the field | Petcovic, H.L. & others | 57 | 316-328 |
| Barriers to college students learning how rocks form | Kortz, K.M. & Murray, D.P. | 57 | 300-315 |
| Thai university students' prior knowledge about P-waves generated during particle motion | Rakkapao, S. & others | 57 | 286-299 |
| Students' geocognition of deep time conceptualized in an informal educational setting | Clary, R.M. & others | 57 | 275-285 |
| The relationship between instructors' conceptions of geoscience learning and classroom practice at a research univeristy | Markley, C.T. & others | 57 | 264-274 |
| A cognitive framework for reasoning with scientific models | Sibley, D.F. | 57 | 255-263 |
| Characterizing and improving spatial visualization skills | Titus, S. & Horsman, E. | 57 | 242-254 |
| A novel approach to teaching and understanding transformations of matter in dynamic earth systems | Clark, S.K. & others | 57 | 233-241 |
| Commentary: Fostering students' argumentation skills in geoscience education | Trend, R. | 57 | 224-232 |
| Editorial: thinking and learning in the geosciences | Orion, N. & Trend, R. | 57 | 222-223 |
| Science as storytelling for teaching the nature of science and the science-religion interface | Bickmore, B.R. & others | 57 | 178-190 |
| Commentary: On teaching the nature of science and the science-religion interface | Bickmore, B.R. & others | 57 | 168-177 |
| The paradox of middle and high school students' attitudes towards science versus their attitudes about science as a career | Kitts, K. | 57 | 159-164 |
| Commentary: the Course, Curriculum, and Laboratory Improvement (CCLI) program: What's new about the current solicitation and suggestions for the geosciences' community | Singer, J. | 57 | 96-98 |
| Commentary: Darwin at 200 | Brandt, D. | 57 | 94-95 |
| Causality in Complex Dynamic Systems: A challenge to Earth Systems Science Education | Raia, F. | 56 | 81-94 |
| Call for Papers for Special Issue of JGE on "The Citizen Geoscientist" | Eggar, A.E. | 56 | 105 |
| Call for Papers for Special Issue of JGE on "Preparing Future Teacers of Geoscience" | Bykerk-Kauffman, A. and others | 56 | 106 |
| 2007-2008 Workshops "On the Cutting Edge" | Anonymous | 56 | 107 |
| Analysis of the Bachlor of Science in Geology as Offered in the United States | Drummond, C. N. and Markin, J.M. | 56 | 113-119 |
| Research in science education: The role of gestures in geoscience teaching and learning | Kastens, K. and others | 56 | 362-368 |
| Call for papers for special issue of JGE on "Thinking and Learning in the Geosciences" | Kastens, K. | 56 | 294 |
| A redesigned geoscience-content course's impact on science teaching self-efficacy beliefs | Posnanski, T.J. | 55 | 152-157 |
| Research in science education: The expert-novice continuum | Petcovic, H.L. & Libarkin, J.C. | 55 | 333-339 |
| Research in science education: Threshold concepts | Stokes, A. & others | 55 | 434-438 |
| To what extent should human/environment interactions be included in science education | Kastens, K.A. & Turrin, M. | 54 | 422-436 |
| Integrating inquiry-based learning into undergraduate geology | Apedoe, X.S., Walker, S.E., & Reeves, T.C. | 54 | 414-421 |
| Ontology and the teaching of Earth system science | Libarkin, J.C. & Kurdziel, J.P. | 54 | 408-413 |
| Supporting student conceptual model development of complex Earth systems through the use of multiple representations and inquiry | Sell, K.S., Herbert, B.E., Stuessy, C.L., & Schielack, J. | 54 | 396-407 |
| Zen of Venn revisited: Inquiry and interdisciplinary education | Berkman, P.A. | 54 | 383-385 |
| Scientific argumentation in Earth system science education | Clayton, D.S. & Gautier, C. | 54 | 374-382 |
| Implementing Earth systems science curriculum: Evaluating the integration of urban environments for an urban audience | Davies, C.P. | 54 | 364-373 |
| Broadening student horizons: The development, delivery, and assessment of a new course in Earth system science | Hurtt, G.C., Wake, C., Wawrzeniak, T., Frappier, A., Girod, C., Seidel, L., & Salomonson, V. | 54 | 329-338 |
| The global-change curriculum and minor at the University of Michigan | van der Pluijm, B.A. | 54 | 249-254 |
| From the ground up: Building an undergraduate Earth system curriculum | Head, W.D., Alexander, S.E., Moore, S.W., & Melton, F.S. | 54 | 240-248 |
| Earth systems, envionment and society: A new interdisciplinary undergraduate major at the University of Illinois | Wuebbles, D.J., Asplen, L., & Brewer, J. | 54 | 230-239 |
| A personal experience of designing Earth system science instruction based on learner-centered environment paradigm | Gautier, C. | 54 | 208-209 |
| Earth system science: A model for teaching science as state, process and understanding | Johnson, D.R. | 54 | 202-207 |
| Symphony of the spheres: Perspectives on Earth system science | Rankey, E.C. & Ruzek, M. | 54 | 197-201 |
| Using conceptests to assess and improve student conceptual understanding in introductory-geoscience courses | McConnell, D.A., Steer, D.N., Owens, K.D., Knott, J.R., Van Horn, S., Borowski, W., Dick, J., Foos, A., Malone, M., McGrew, H., Greer, L., & Heaney, P.J. | 54 | 61-68 |
| Bucking the trend: Three new geoscience programs | Anderson, S.W., Flood, T.P., & Munk, L. | 54 | 41-49 |
| Searching for the difference: A controlled test of juse-in-time teaching for large-enrollment introductory-geology courses | Linneman, S. & Plake | 54 | 18-24 |
| Differences between a standards-based curriculum and traditional textbooks in high-school earth science | Park, D | 53 | 540-547 |
| Challenging students' ideas about Earth's interior structure using a model-based conceptual-change approach in a large-class setting | Steer, D.N., Knight, C.C., Owens, K.D., and McConnell, D.A | 53 | 415-421 |
| Visual abilities and misconceptions about plate tectonics | Sibley, D.F | 53 | 471-477 |
| How students think: Implications for learning in introductory geoscience courses | McConnell, D.A., Steer, D.N., Owens, K.D., and Knight, C.C | 53 | 462-470 |
| Exploring the social, moral, and temporal qualities of pre-service teachers' narratives of evolution | Hahn, D., Brem, S.K., and Semken, S | 53 | 456-461 |
| The effects of different learning tasks on model building in plate tectonics: Diagramming versus explaining | Gobert, J.D | 53 | 444-455 |
| A preliminary study of students' asking quantitative scientific questions for inquiry-based model experiments | Gautier, C. and Solomon, R | 53 | 432-443 |
| The development of student conceptions of the Earth-Sun relationships in an inquiry-based curriculum | Salierno, C., Edelson, D., and Sherin, B | 53 | 422-431 |
| Spatial ability and earth science conceptual understanding | Black, A.A | 53 | 402-414 |
| Assessment of learning in entry-level geoscience courses : Results from the geoscience concept inventory | Libarkin, J. C. and Anderson, S.W | 53 | 394-401 |
| Water towers, pump houses, and mountain streams: Students' ideas about watersheds | Shepardson, D.P., Harbor, J., and Wee, B | 53 | 381-386 |
| The effect of an Earth-science learning program on students' scientific thinking skills | Orion, N. and Kali, Y | 53 | 377-393 |
| Students' conceptions of scale regarding groundwater | Dickerson, D., Callahan, T.J., Van Sickle, M., and Hay, G | 53 | 374-380 |
| A study of junior high students' perceptions of the water cycle | Ben-zvi-Assarf, O. and Orion N | 53 | 366-373 |
| Concept mapping to reveal prior knowledge and conceptual change in a mock summit course on global climate change | Rebich, S. and Gautier, C | 53 | 355-365 |
| Students' beliefs about the role of atoms in radioactive decay and half-life | Prather, E | 53 | 345-354 |
| Conceptions, cognition, and change: Student thinking about the Earth | Libarkin, J.C | 53 | 342 |
| Elementary students' ideas concerning fossil-fuel energy | Rule, A.C | 53 | 309-318 |
| Students' understanding of complex dynamic systems | Raia, F | 53 | 297-308 |
| Probing understanding in physical geology using concept maps and clinical interviews | Englebrecht, A.C., Mintzes, J.J., Brown, L.M., and Kelso, P.R | 53 | 263-270 |
| Teaching methods in undergraduate geoscience courses: Results of the 2004 On the Cutting Edge Survey of US faculty | Macdonald, R.H., Manduca, C.A., Mogk, D.W., and Tewksbury, B.J | 53 | 237-252 |
| International geoscience educators' perceptions of approaches to K-12 science education for the 21st century | Lee, H. and Fortner, R.W | 53 | 198-203 |
| The geology department, the administration, and the roots of failure and success (editorial) | Drummond, C.N | 53 | 146 |
| The use of a mock environment summit to support learning about global climate change | Gautier, C., and Rebich, S | 53 | 5-16 |
| What is urban education? | Abolins, M | 52 | 405-406 |
| Design, implementation, and assessment of an Earth-Systems-Science course for secondary teachers | Owen, J.C., Norton, S.A., Maasch, K., and Wittmann, M | 52 | 379-385 |
| Magnetism, the Earth as a magnet, and seafloor banding - How much magnetism is enough | McKenney, R. and Webster, J | 52 | 352-362 |
| Competition, education, and the scientific method | Drummond, C.N | 52 | 310 |
| An Earth science scrapbook project as an alternative assessment tool | Burnley, P.C | 52 | 245-249 |
| Research methodologies in science education: Human subjects and education research | Libarkin, J.C. and Kurdziel, J.P | 52 | 199-204 |
| Hypothesis testing in introductory laboratories and conceptual-change theory | Owen, J.C | 52 | 198 |
| Geoscience encyclopedias and their potential for classroom instruction | Kawula, J.D | 51 | 512-520 |
| Siccar Point and teaching the history of geology | Montgomery, K | 51 | 500-505 |
| Carl Rogers and the origin of experiential learning (editorial) | Drummond, C.N | 51 | 462 |
| Research methodologies in science education: Gender and the geosciences | Libarkin, J.C. and Kurdziel, J.P | 51 | 446-452 |
| Quantifying urban land use and runoff changes through service-learning hydrology projects | Nichols, K.K., Bierman, P. R., Persico, L., Bosley, A., Melillo, P.R., and Kurfis, J | 51 | 365-372 |
| Game-based learning (editorial) | Drummond, C.N | 51 | 358 |
| Research methodologies in science education: Training graduate teaching assistants to teach | Kurdziel, J.P. and Libarkin, J.C | 51 | 347-351 |
| 2002 NAGT Neil Miner Award: John Shelton | Colburn, I.P | 51 | 274-275 |
| Do we have a 20th or 21st century curriculum? (Editorial) | Drummond, C.N | 51 | 162 |
| Research methodologies in science education: Mental models and cognition in education | Libarkin, J.C., Beilfuss, M. and Kurdziel, J.P | 51 | 121-126 |
| Research methodologies in science education: Undergraduate research mentoring, teacher workshops, and K-12 outreach activities | Kurdziel, J.P., & Libarkin, J. | 50 | 602-609 |
| Research methodologies in science education: Visualization and the geosciences | Libarkin, J.C. and Brick, C | 50 | 449-455 |
| Immanence and configuration: Scale dependance and the transition from periodic to quasi-periodic behavior of dynamic systems | Drummond, C.N | 50 | 346-348 |
| Misconceptions - A column about errors in geoscience textbooks: Misconceptions of thermal energy in real materials | Wampler, J.M | 50 | 342-344 |
| Goodbye to all that | Picard, M.D | 50 | 330-338 |
| Teaching on the edge of chaos (editorial) | Drummond, C. | 50 | 238 |
| Food for thought | Angelo, T.A. and Cross, K.P | 50 | 175 |
| Food for thought | Curzan, A. and Damour, L | 50 | 168 |
| Religion as belief versus religion as fact | Dutch, S.I | 50 | 137-144 |
| Intelligent design and the future of science education (editorial) | Drummond, C.N | 50 | 134 |
| Food for thought | Edgerton, Hutchings, and Quinla | 50 | 126 |
| Food for thought | Fortey, R | 50 | 48 |
| In memorium: Dorothy Stout, 1941-2001 | Ridky, R.W., Johnson, C.L., and Geary, E | 49 | 502 |
| The significance of systems (Editorial) | Drumond, C.N | 49 | 420 |
| Teaching race, class, and cultural issues in earth sciences to enhance multicultural education iniatives | Padgett, D.A | 49 | 364-369 |
| Earthquake! - A cooperative learning experience | Hodder, P.W | 49 | 280-285 |
| Ten common principles of geoscience departments - Part II | Drumond, C.N | 49 | 224 |
| Ten common principles of geoscience departments - Part I | Drumond, C.N | 49 | 108 |
| Sustaining intellectual integrity in the face of irrationalism (Editorial) | Drumond, C.N | 49 | 2 |
| Food for thought | Labaree, D.F | 48 | 681 |
| Food for thought | Sowell, T | 48 | 604 |
| Learning from students | Shea, J.H | 48 | 562 |
| Student performance (Letter) | Tettenhorst, R.T | 48 | 544-545 |
| Food for thought | Hirsch, E.D | 48 | 454 |
| Density as an integrating topic to promote quantitative reasoning in non-science majors | Carlson, G.R | 48 | 436-439 |
| The continuing growth of irrationalism (Editorial) | Shea, J.H | 48 | 406 |
| Food for thought | Noam, E.M | 48 | 336 |
| Forty years of teaching geology (editorial) | Shea, J.H | 48 | 258 |
| Food for thought | Hardin, G | 48 | 215 |
| Food for thought | Hirsch, E.D | 48 | 166 |
| Forecasting the permanent decline of global petroleum production | Minniear, M.P | 48 | 130-136 |
| Food for thought | Sokal, A., and J. Bricmon | 48 | 129 |
| Food for thought | Cromer, A | 48 | 126 |
| Food for thought | Shamos, M.H | 48 | 45 |
| Food for thought | Sagan, C | 48 | 32 |
| Food for thought | Henry, W.A. III | 47 | |
| Toward a self-reflective science education | Vogt, A. | 47 | 455-463 |
| A gateway website that provides Earth-system-science internet activities to K-12 teachers | Slattery, W., Becker, M.J., Plank, C. | 47 | 443-448 |
| Food for thought | Hirsch, E.D.Jr. | 47 | 442 |
| Should the philosophy of science be x-rated? | Shea, J.H. | 47 | 410 |
| Rank distribution of 1997 geoscience-teaching faculty | Ongley, L.K. | 47 | 357-361 |
| Food for thought | Cromer, A. | 47 | 349 |
| Food for thought | Sowell, T. | 47 | 294 |
| Food for thought | Hirsch, E.D.Jr. | 47 | 248 |
| Connecting geology, history, and the classics through a course in geomythology | Tepper, J.H. | 47 | 221-226 |
| Food for thought | Shamos, M.H. | 47 | 188 |
| Food for thought | Sykes, C.J. | 47 | 176 |
| Food for thought | Sagan, C. | 47 | 142 |
| Food for thought | Guilder, G. | 47 | 134 |
| Promoting and evaluating participation in high-enrollment undergraduate courses | Murck, B. | 47 | 131-134 |
| Food for thought | Hirsch, E.D.Jr. | 47 | 130 |
| Integrating computing across a geosciences curriculum through an applications course | Hall-Wallace, M.K. | 47 | 119-123 |
| Great expectation, slight contemplation - Results of a survey of student attitudes on the eve of the new millenium | Picard, M.D. | 47 | 113-118 |
| Education research at the annual meeting (editorial) | Shea, J.H. | 47 | 110 |
| Facilitating scientific thoughtfulness for non-science majors | Drummond, C.N. | 47 | 45-55 |
| Using the internet to prepare a term paper for a geology course | Harris, D.H. & McCartney, K. | 47 | 17-22 |
| 1988 NAGT Presidential address - A retrospective trip through time | Wagner, J.R. | 47 | 5-7 |
| The excitement of contemporary geology (editorial) | Shea, J.H. | 47 | 2 |