Geoscience Education and Global Development

Locke, Sharon; Libarkin, Julie C.; Chang, Chun Yen

doi:10.5408/1089-9995-60.3.199

Cited by 19 publications

(11 citation statements)

References 3 publications

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“…A fundamental objective of the geoscience education is ensure that all inhabitants has knowledge of the natural processes about physical environment and understand to human activities impact to the earth [15]. This is consistent with the concept of NGSS (Next Generation Science Standards).…”

Section: Introductionmentioning

confidence: 69%

Strengthening Geoscience Conceptions and Research Skills through Field Work

Hariyono¹,

Liliasari²

2018

Proceedings of the International Conference on Science and Technology (ICST 2018)

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The research aim was to describe geoscience project design to improve students' conception and research skill in geoscience. This research was conducted to undergraduate physics student at one of the state university of education in Bandung-Indonesia. The total subject were 34 students and divided into 6 groups. The pre-test and post-test were applied to all groups that assumed they have the same level of knowledge. The data were analyzed using independent sample test and Shapiro-Wilk sample test to know about distribution and normality of sample test. Paired t test was used to analyze significant impact of model to the learning result. Descriptive analysis conducted to assess students' research skill through field work. It concluded that the field work had a significant impact on students' conceptions and research skills in geoscience. These results can be demonstrated by the ability of the students in the preparation of proposal, in conducting research in the field, to compile a research report, and to make research product in the form of papers or posters. They are strongly recommended that the fieldwork is a potential strategy to improve students' research skills and the examined as one of the necessary skills in geoscience.

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Section: Introductionmentioning

confidence: 69%

Strengthening Geoscience Conceptions and Research Skills through Field Work

Hariyono¹,

Liliasari²

2018

Proceedings of the International Conference on Science and Technology (ICST 2018)

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“…A fundamental objective of the geoscience education is to ensure that all people have an understanding of the natural processes of the environment and human activities impact on the earth (Locke et al, 2012). This is consistent with the concept of NGSS (Next Generation Science Standards) specifically to improve understanding of the community challenges and facing the associated with the complex environmental problems (Ladue & Manning, 2015).…”

Section: Introductionmentioning

confidence: 82%

Volcano Project Design: Innovation In Geoscience Learning

2020

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The research aim was to develop the Volcano Project Design (VPD) for improving the physics student research skills about volcano. The method used is a qualitative analysis where the research sample involves 34 undergraduate of physics students. The instrument used in VPD was equipped with the assessment format and rubric that was developed by researchers. The instruments tools were validated by experts in the field of geoscience and volcanology. The VPD guide contains the theoretical basis of fieldwork, descriptions of activities, project themes and targets to be achieved, phases of activities, and assessment of activities in the field. In addition, in the guidelines is also equipped with a guide of proposal preparation, field report and research products. The important results showed that the physics students were succeeded in conducting volcano research using VPD. This result was supported by the capabilities to identifying some crucial problems about volcanoes, presenting some solution based on several issues that have been identified and providing an accurate explanation of volcanic phenomena. The interesting finding based on research is the students’ research product as new information in geoscience. Even though needs intensive guidance, the product has an opportunity to be published broadly. Based on students’ perception, the program succeeded to build students' scientific attitude, constructing a positive value to the environment around the volcano and perfectly prepare students to help the community in the face of volcanic disasters.

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“…It is a science closely connected with field measurements, which allows its students to go out more and directly perceive an environment influenced by many variables (unlike laboratory work, which artificially isolates variables) (Herbert 2006). It is also a science largely concerned with interactions between Earth systems and with the complexity of Earth's environments (Lock et al 2012).…”

Section: Discussion and Conclusion Quantitative Studymentioning

confidence: 99%

Understanding the Earth Systems: Expressions of Dynamic and Cyclic Thinking Among University Students

et al. 2015

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In this two-part study, we examine undergraduate university students' expression of two important system thinking characteristics-dynamic thinking and cyclic thinking-focusing particularly on students of geology. The study was conducted using an Earth systems questionnaire designed to elicit and reflect either dynamic or cyclic thinking. The study's first part was quantitative. Its population consisted of a research group (223 students majoring in geology or physical geography) and a control group (312 students with no background in geology). The students were asked to rate their agreement with each statement on a Likert scale. Overall, the students in the research group expressed higher levels of dynamic thinking than those in the control group. The geology students showed relatively strong dynamic thinking toward the geosphere and hydrosphere, but not the biosphere. In cyclic thinking, their levels were significantly higher for all Earth systems, suggesting a connection between learning about different cycles in Earth systems, developing cyclic thinking and applying it to other Earth cycles. The second part was qualitative and administered only to the students who majored in geology. They were asked to freely explain their answers to the questionnaire's statements. Our aim was to identify recurring patterns in how these students express their dynamic and cyclic thinking. Their explanations were given to four experts in the field of Earth science, who then presented, in a semi-structured interview, the recurring characteristics of dynamic thinking that they found in the students' explanations.

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Geoscience Education and Global Development

Cited by 19 publications

References 3 publications

Strengthening Geoscience Conceptions and Research Skills through Field Work

Strengthening Geoscience Conceptions and Research Skills through Field Work

Volcano Project Design: Innovation In Geoscience Learning

Understanding the Earth Systems: Expressions of Dynamic and Cyclic Thinking Among University Students

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