Subject 1999 - 2010 : Education - assessment & standards
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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 |
| 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 |
| Linking Physical Geography Education and Research Through the Development of an Environmental Sensing Network and Project-Based Learning | Roberts, D. & others | 58 | 262-274 |
| Incorporating a watershed-based summary field exercise into an introductory hydrogeology course | Fryar, A.E. & others | 58 | 214-220 |
| Laboratory Earth: A model of online K-12 teacher coursework | Gosselin, D.C. & others | 58 | 203-213 |
| A comparative analysis of onling learning materials aimed toward integrating Great Lakes science into the K-8 classroom | Eidietis, L. & others | 58 | 188-196 |
| The InVest volcanic concept survey: Exploring student understanding about volcanoes | Parham, T.L. Jr. & others | 58 | 177-187 |
| Pitfalls and successes of developing an interdisciplinary watershed field science course | Pearce, A.R. & others | 58 | 145-154 |
| Commentary: A summary and analysis of twenty-seven years of geoscience conceptions research | Cheek, K.A. | 58 | 122-134 |
| Science in the mountains: A unique research experience to enhance diversity in the geosciences | Hallar, A.G. & others | 58 | 95-100 |
| Assessing the impact of geoscience laboratories on student learning: Who benefits from introductory labs? | Nelson, K.G. & others | 58 | 43-50 |
| Increasing diversity in the geosciences: Recruitment programs and student self-efficacy | Baber, L.D. & others | 58 | 32-42 |
| Coupled collaborative in-class activities and individual follow-up homework promote interactive engagement and improve student learning outcomes in a college-level environmental-geology course | Arthurs, L. & Templeton, A. | 57 | 356-371 |
| Teaching urban highol students global climate change information and graph interpretation skills using evidence from the scientific literature | Rule, A.C. and Meyer, M.A. | 57 | 335-347 |
| Calibrated peer-review assignments for the earth sciences | Rudd, J.A. and others | 57 | 328-334 |
| 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 |
| Characterizing and improving spatial visualization skills | Titus, S. & Horsman, E. | 57 | 242-254 |
| Science as storytelling for teaching the nature of science and the science-religion interface | Bickmore, B.R. & others | 57 | 178-190 |
| What undergraduates think about clouds and fog | Rapport, E.D. | 57 | 145-151 |
| Xoa:dau to Maunkaui: Integrating indigenous knowledge into an undergraduate earth systems science course | Palmer, M.H. & others | 57 | 137-144 |
| Engaging students and evaluating learning progress using collaborative exams in introductory courses | Eaton, T.T. | 57 | 113-120 |
| Introducing teachers to geospatial technology while helping them discover vegetation patterns in Owens Valley, California | Sherman-Morris, K. and others | 57 | 64-72 |
| Using problem-based learning to bring the workplace into the classroom | Dadd, K.A. | 57 | 1-10 |
| Effective Materials for Increasing Young Children's Spatial and Mapping Skills | Rule, A.C. | 56 | 5-14 |
| To Attract, Engage, Mentor, and Sustain:Outcomes from Minority Students Pursuing Higher Degrees of Sucess (MSPHDs) in Earth System Science Pilot Project | Pyrtle, A.J., and Williamson Whitney, V.A. | 56 | 24-32 |
| Fudge Factors in Lessons on Crystallization, Rheology, and Morphology of Basalt Lava Flows | Rust, A.C. and others | 56 | 73-80 |
| Assessment of a Weather-Forecasting Contest in Multi-Leveled Meteorolgy Classes | Hilliker, J. | 56 | 160-165 |
| Just-in-Time teaching (JiTT) Improves Students' Performance in Classes - Adaptation of JiTT in Four Geography Courses | Luo, W. | 56 | 166-171 |
| The Effect of using Inquiry and Multiple Representations on Introductory Geology Students' Conceptual Model Development of Coastal Eutrophication | McNeal, K.S. and others | 56 | 201-211 |
| Integrating Topics in an Introductory Hydrogeology Course through a Semester-Long Hydraulic Containment Design | Neupauer, R. | 56 | 225-234 |
| Geoscience Coneptual Knowledge of Preservice Elementary teachers: Results from the Geoscience Concept Inventory | Petcovic, H.L. and Ruhf, R.J. | 56 | 251-260 |
| Improving Urban Earth Science Education: the TRUST Model | Macdonald, M. and others | 56 | 269-279 |
| Increasing Learning in Introductory Geoscience Courses Using Lecture Tutorials | Kotz, K.M. and others | 56 | 280-290 |
| The Earth's Record of Climate: A Focused-Topic Introductory Course | Theissen, K.M. | 56 | 342-353 |
| SATELLITES: Students and Teachers Exploring Local Landscapes to Interpret the Earth from Space | Lambert, J. and others | 56 | 383-393 |
| Impact of Backwards Faded Scaffolding in an Astronomy Course for Pre-Service Elementary Teachers Based on Inquiry | Slater, S.J., and others | 56 | 408-416 |
| Designing and Implementing Earth Science Courses for a New Integrated Science Program for K-8 Teachers | Mattox, S. and others | 56 | 417-421 |
| Enhancement of Geology Content Knowledge through Field-Based Instruction for Preservice Elementary Teachers | Tretinjak, C.A. and Riggs, E.M. | 56 | 422-433 |
| An Earth Science Course for Preservice Elementary Teachers | Totten, I.M. | 56 | 456-465 |
| Student evaluation of cities' hazards and benefits for company relocation: An introductory geology class project in educated citizenship | Bertog, J.L. | 55 | 28-35 |
| The problem with using problem-based learning to teach middle-school earth/space science in a high-stakes testing society | Nowak, J.A. | 55 | 62-66 |
| Building a community of teacher learners in an earth/environmental science professional development opportunity | Dawkins, K.R. and Kickerson, D.L. | 55 | 67-71 |
| Increased student learning and attendance in resources geology through the combination of sentence-headline slides and active-learning measures | Alley, M. & others | 55 | 85-91 |
| Teaching geology in the field: Significant geoscience concept gains in entirely field-based introductory geology courses | Elkins, J.T. and Elkins, M.L. | 55 | 126-132 |
| Box diagrams to assess students' systems thinking about the rock, water and carbon cycles | Sibley, D.F. & others | 55 | 138-146 |
| Teaching the nitrogen cycle and human-health interactions | Townsend, M. & others | 55 | 158-168 |
| A course to meet the nature of science and inquiry standards within an authentic service-learning experience | Owens, K. and Foos, A. | 55 | 211-217 |
| Earth science mini lessons: A service-learning strategy for improving attitudes toward science of preservice elementary teachers | Thompson, K. and others | 55 | 158-168 |
| Survey development for measuring the near-term effectiveness of a program to recruit minority geoscientists | Hanks, C. and others | 55 | 244-250 |
| A standards-based curriculum for clay science | Rule, A.C. & Guggenheim, S. | 55 | 257-266 |
| Seventh-grade students learn about the use of clays in everyday products | Dubey, M. & Rule, A.C. | 55 | 282-288 |
| Project-based learning approach to shale diagenesis: A better avenue to the big picture | Totten, I.M. & Totten, M.W.Sr. | 55 | 289-294 |
| Weathering of ignesous, metamorphic, and sedimentary rocks in a semi-arid climate - Clay mineralogy in a geological-engineering context | Harrison, W.J. & Wendlandt, R.F. | 55 | 295-309 |
| Preservice elementary-school teachers' ideas about clays | Rule, A.C. | 55 | 310-320 |
| Preservice elementary-school teachers' images of clay scientists | Rule, A.C. & others | 55 | 321-325 |
| Engaging first-grade students in a geoscience campus field trip | Saltzman, J. & Paytan, A. | 55 | 326-332 |
| Diagnostic testing of introductory geology students | Cervato, C. & others | 55 | 357-363 |
| Using on-campus monitoring wells to enhance student learning in geo-hydrology courses | Iqbai, M.Z. & Choowdhury, S.H. | 55 | 364-370 |
| An applied alternative with emphasis on local environmental issues to a traditional term paper for envrironmental geology | Tabidian, M.A. | 55 | 381-386 |
| Raising scholastic achievement in minority-reached classes through earth-systems teaching | Orion, N. & others | 55 | 469-477 |
| Introducing the geosciences to Alaska natives via the Rural Alaska Honors Institute (RAHI) | Hanks, C.L. & others | 55 | 507-513 |
| The minorities striving and pursuing higher degrees of success (MS, PHDs) in earth system science | Pyrtle, A.J. & Williamson-Whitney, V.A. | 55 | 514-521 |
| A multi-level, multi-component program at San Jose State University to enhance diversity in the geoscience | Sedlock, R. & Metzger, E. | 55 | 567-573 |
| Earth core: Enhancing delivery of geoscience content in a diverse school system durging times of changing state standards | Pecore, J.L. & others | 55 | 589-595 |
| Effectiveness of a summer experience for inspiring interestin geoscience among Hispanic-American high-school students | Miller, K.C. & others | 55 | 596-603 |
| Evaluation of the impact of the NWC REU Program compared with other | Gonzalez-Espada, W.J. & LaDue, D.S. | 54 | 541-549 |
| Learning landform vocabulary through different methods: object boxex, sand and dough creations, or puppet plays | Rule, A.C., Graham, L.E., Kowalski, S., & Harris, M. | 54 | 515-525 |
| Creation of a computer-modeling course for undergraduate Earth-science students | Menking, K.M. | 54 | 464-470 |
| Implementing Earth systems science curriculum: Evaluating the integration of urban environments for an urban audience | Davies, C.P. | 54 | 364-373 |
| Development, implementation and evaluation of a standards-based Earth system education course for middle-school teachers | Clark, I.F. & Carpenter, J.R. | 54 | 272-282 |
| Use of a virtual environment in the geowall to increase student confidence and performance during field mapping: an example from and introductory-level field class | Kelly, M.M. & Riggs, N.R. | 54 | 158-164 |
| 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 |
| An interactive computer model for Coriolis demonstrations | Urbano, L.D. & Houghton, J.L. | 54 | 54-60 |
| Use of a mentored creative-writing project to improve the geology education of preservice elementary teachers | Lusk, M.G., Bickmore, B.R., Christiansen, E.H., & Sudweeks, R.R. | 54 | 31-40 |
| 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 |
| Using humorous cartoons to teach mineral and rock concepts in sixth-grade science class | Rule, A.C. and Auge, J | 53 | 548-558 |
| Students' conceptual understandings of science after participating in a high-school marine-science course | Lambert, J | 53 | 531-539 |
| Teacher/scientist partnership develops a simulated natural-disaster scenario to enhance student learning | Wurstner, S., Herr, C., Andrews, G., and Alley, K.F | 53 | 522-530 |
| Assessment of learning in entry-level geoscience courses : Results from the geoscience concept inventory | Libarkin, J. C. and Anderson, S.W | 53 | 394-401 |
| 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 |
| Alumni of geology BS-programs express strong support for field geology and related field and laboratory experiences | Plymate, T.G., Evans, K.R., Gutierrez, M., and Mantei, E.J | 53 | 215-216 |
| Using assessment to evaluate and improve inquiry-based geoenvironmental science activities: Case study of a middle school watershed E. coli investigation | Patterson, L.A. and Harbor, J | 53 | 204-214 |
| Increasing the significance of course evaluation in large-enrollment geoscience classes | Hippensteel, S.P., and Martin, W | 53 | 158-165 |
| Concept sketches - Using student- and instructor-generated , annotated sketches for learning, teaching, and assessment in geology courses | Johnson, J.K. and Reynolds, S.J | 53 | 85-94 |
| Qualitative analysis of college students' ideas about the Earth: Interviews and open-ended questionaires | Libarkin, J.C., Anderson, S.W., Science, J.D., Beilfuss, M., and Boone, W | 53 | 17-26 |
| Connecting urgan students with their rivers generates interest and skills in the geosciences | O'Connell, S., Ortiz, J. and Morrison, J | 52 | 462-471 |
| 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 |
| Subject-area knowledge measured by scores on the National Association of State Boards of Geology (ABSOG) fundamentals examination and the implications for academic preparation | Williams, J.W., Warner, J.L., and Warner, S.P | 52 | 374-378 |
| Real-time analysis of student comprehension: An assessment of electronic student-response technology in an introductory Earth-science course | Greer, L. and Heaney, P.J | 52 | 345-351 |
| Using candies to demonstrate concepts of weathering and sedimentary processes in lecture-based introducttory Earth science courses | Bhattacharyya, P. and Czeck, D | 52 | 293-300 |
| On the practical aspects of incorporating field-based projects into introductory oceanography | Reynolds, R.W | 52 | 218-223 |
| Incorporating GPS technology with a campus geology walking tour | Weiss, D.J. and Walters, J.C | 52 | 186-190 |
| Watershed-based integration of hydrology, geochemistry, and geophysics in an environmental curriculum | Salvage, K., Graney, J., and Barker, J | 52 | 141-148 |
| Enhancing GIS education with student-created labs and a peer reference manual | Rahn, J.L., and Zygo, L.M | 52 | 133-140 |
| A problem-based learning exercise for environmental geology | Lev, S.M | 52 | 128-132 |
| A field-oriented volcanology course to improve Earth-science teaching | Mattox, S.R., and Babb, J.L | 52 | 122-127 |
| The effect of multiple formats on understanding complex visual displays | Taylor, H.A., Renshaw, C.E., and Choi, E.J | 52 | 115-121 |
| Scholarship of teaching and learning, assessment, and the Journal of Geoscience Education | Perkins, D | 52 | 113-114 |
| Design and assessment of an interactive digital tutorial for undergraduate-level sandstone petrology | Milliken, K.L., Barufaldi, J.P., McBride, E.F., and Choh, S.-J | 51 | 381-386 |
| Assessment and active learning strategies for introductory courses | McConnell, D.A., Steer, D.N., and Owens, K.D | 51 | 205-216 |
| Do we have a 20th or 21st century curriculum? (Editorial) | Drummond, C.N | 51 | 162 |
| Engagement in authentic geoscience research: Evaluation of research experiences of undergraduates and secondary teachers | Jarrett, O.S. and Burnley, P.C | 51 | 85-90 |
| Assessing data accuracy when involving students in authentic paleontological research | Harnik, P.G. and Ross, R.M | 51 | 76-84 |
| A model for integrating the public into scientific research | Barreto, C., Fastovsky, D.E., and Sheehan, P.M | 51 | 71-75 |
| Students and scientists test prototype Mars rover | Bowman, C.D., Sherman, D.M., Arvidson, R.E., Nelson, S.V., and Squyres, S.W | 51 | 29-34 |
| Globe: Science and education | Butler, D.M. and MacGregor, I.D | 51 | 9-20 |
| Developing effective K-16 geoscience research partnerships | Harnik, P.G. and Ross, R.M | 51 | 5-8 |
| Research methodologies in science educastion: Students' ideas about the nature of science | Kurdziel, J.P. and Libarkin, J. | 50 | 322-329 |
| Research methodologies in science education: Qualitative data | Libarkin, J.C. and Kurdziel, J.P | 50 | 195-200 |
| Pre-/post-knowledge assessment of an earth science course for elementary/middle school education majors | Gosselin, D.C. and Macklem-Hurst, J.L | 50 | 169-175 |
| Research methodologies in science education: The qualitative - quantitative debate | Libarkin, J.C. and Kurdziel, J.P | 50 | 78-86 |
| A working model for evaluating academic excellence and geoscience education, undergraduate and K-12 | Brunkhorst, B.J | 50 | 72-77 |
| Assessments as teaching and research tools in an environmental problem-solving program for in-service teachers | Cooper, B.C., Shepardson, D.P. and Harber, J.M | 50 | 64-71 |
| The benefits of combining computer technology and traditional teaching methods in large enrollment geoscience classes | Durbin, J.M | 50 | 56-63 |
| Impletmentation of constructivist pedagogy in a geoscience course designed for pre-service K-6 teachers: Progress, pitfalls, and lessons learned | Riggs, E.M. and Kimbrough, D.L | 50 | 49-55 |
| Applying argumentation analysis to assess the quality of university oceanography students' scientific writing | Takao, A.Y., Prothero, W.A. and Kelly, G.J | 50 | 40-48 |
| Growing pebbles and conceptual prisms - Understanding the source of student misconceptions about rock formation | Kusnick, J | 50 | 31-39 |
| Creating reusable educational components: Lessons from DLESE | Sumner, T., Dawe, M. and Devaul, H | 50 | 25-30 |
| A comparison of approaches and instruments for evaluating a geological sciences research experiences program | Burnley, P.C., Evans, W. and Jarrett, O.S | 50 | 15-24 |
| Design, implementation, and evaluation of GIS-based learning materials in an introductory geoscience course | Hall-Wallace, M.K. and McAuliffe, C.M | 50 | 5-14 |
| The science of teaching and learning (editorial) | Drummond, C.N | 50 | 2 |
| The STRATegy column for precollege teachers - Standards or standardized | Kusnick, J | 49 | 467-469 |
| Development of an assessment of student conception of the nature of science | Libarkin, J.C | 49 | 435-442 |
| The two paradigms of education the the peer review of teaching | Mcmanus, D.A | 49 | 423-434 |
| An earth science summer institute for elementary teachers | Levitt, K.E. and Manner, B.M | 49 | 291-299 |
| Measuring the effects of a research-based field experience on undergraduates and K-12 teachers | Huntoon, J.E., bluth, G.J.S., and Kennedy, W.A | 49 | 235-248 |
| Geology programs and disciplinary accreditation | Corbett, R.G. and Corbett, E.A | 49 | 130-134 |
| AP geology proposal and update | Van Norden, W | 49 | 99 |
| List what to know, not what is on the test | Reynolds, S.J | 48 | 603-604 |
| Student performance (Letter) | Tettenhorst, R.T | 48 | 544-545 |
| Astronomy in the National Science Education Standards | Adams, J.P. and slater, T.F | 48 | 39-45 |
| Food for thought | Henry, W.A. III | 47 | |
| 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 | Sowell, T. | 47 | 356 |
| Earth science student attitudes toward a constructivist teaching approach in Taiwan | Chang, C.-Y., Hua, H.P., & Barufaldi, J.P. | 47 | 331-335 |
| A constructivist approach to a high-enrollment undergraduate environmental-education course | Carpenter, J.R., Tolhurst, J.W., Day, E.A., Zenger, S., Barron, A., & Dozier, K. | 47 | 249-254 |