Three important theoretical reports were developed by the project.  The first, published in the American Geophysical Union journal EOS, describes how spatial feedback in the form of information about an error can be incorporated into lessons so that students can identify and self correct their spatial knowledge.  The second is a synthesis of research on 'active learning' as a concept to guide STEM instruction design published in the journal Psychological Science in the Public Interest.  The synthesis argued that the active learning concept, while helpful in pushing instructors to change from full time lecturing, requires a richer model of what was meant by active learning to advance research. Combining work across astronomy, biology, chemistry, geology, geography, and physics, a systems framework was developed to structure research on how students can be active in the synthesis of knowledge. As part of this effort a geosciences team produced a theoretical article for the Journal of Geoscience Education that situates the extant geoscience education research (GER) literature within an engagement framework from educational psychology. This piece is published in the primary journal serving the GER community and will facilitate connections between GER and other disciplines (e.g., educational psychology, cognitive psychology) for future research on teaching and learning.

The learning activities and research documenting their efficacy serve as the basis for a new framework that integrates across disciplines for feedback and accommodation in the learning process. Engaging students in making predictions with visual and tactile models (e.g., diagrams, playdough, 3D printing), evaluating error in their reasoning, and refining their understanding is a learning cycle that was successful in the studies associated with this project. 

The project identified some key spatial learning challenges in geoscience education and by applying the theoretical principles, generated over twenty cognitive science infused tools for geoscience instructors to employ in their teaching.  The tools provide guidance on what spatial reasoning skills are targeted for learning and describe the key cognitive science concepts that guided their design, and teaching notes and tips. The tools are available on the GET Spatial webpage hosted by the Science Education Resource Center.   

The project brought together a network of individuals to develop strong research collaborations across age levels and across the disciplines of cognitive psychology, education research, and geoscience teaching and practice. Research across ages mutually informed designs for how to provide effective spatial feedback.  We were able to connect research programs across geoscience learning at both high school and college levels.  Design research in the classroom and theoretical work mutually informed each other to improve theory of how spatial information is learned.  The final workshop also expanded this research group, bringing together faculty from diverse disciplines, expanding the problems that may be addressed.  

Working with representatives of some of the communities within geoscience education we identified five key areas for future research: Integrating Earth science knowledge across diverse communities, Improving integration of social and natural sciences to improve STEM education, Integrating learning across the diverse contexts in which it can occur in a Earth Science curriculum, Communicating uncertainty, and Developing our understanding of the role of emotion -  feeling connected to the Earth -  in Earth Science learning.

Last Modified: 11/10/2021
Modified by: Thomas F Shipley