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Teaching geology using the history a...

Dolphin, Glenn.

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Teaching geology using the history and philosophy of science = enhancing conceptual understanding /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching geology using the history and philosophy of science/ by Glenn Dolphin ; with contrib. by Dr. Robert Kelly and Dr. Nicole Ladue.
Reminder of title:	enhancing conceptual understanding /
Author:	Dolphin, Glenn.
other author:	Kelly, Robert,
Published:	Cham :Springer International Publishing : : 2024.,
Description:	xvi, 294 p. :ill. (chiefly color), digital ;24 cm.
[NT 15003449]:	Chapter 1. Introduction -- Chapter 2. Challenges in geoscience education -- Chapter 3. Backwards design and goals setting -- Chapter 4. Centring HPS in the course design process -- Chapter 5. Text and the structure of the course (braiding history, inquiry and MBL) -- Chapter 6. Evaluating student learning in both geology content and NOS.
Contained By:	Springer Nature eBook
Subject:	Geology - Study and teaching (Higher) -
Online resource:	https://doi.org/10.1007/978-3-031-68667-2
ISBN:	9783031686672

Teaching geology using the history and philosophy of science = enhancing conceptual understanding /
Dolphin, Glenn.

Teaching geology using the history and philosophy of scienceenhancing conceptual understanding /[electronic resource] :by Glenn Dolphin ; with contrib. by Dr. Robert Kelly and Dr. Nicole Ladue. - Cham :Springer International Publishing :2024. - xvi, 294 p. :ill. (chiefly color), digital ;24 cm. - Science: philosophy, history and education,2520-8608. - Science: philosophy, history and education..

Chapter 1. Introduction -- Chapter 2. Challenges in geoscience education -- Chapter 3. Backwards design and goals setting -- Chapter 4. Centring HPS in the course design process -- Chapter 5. Text and the structure of the course (braiding history, inquiry and MBL) -- Chapter 6. Evaluating student learning in both geology content and NOS.

This book provides a case study on how to design and build an introductory geology course for non-science majors. The book presents a foundation with the status of geoscience education and research in geoscience conceptual development as a backdrop for the design process. It then describes the instructional goal-setting process and development of the structural components of the course based on the determined goals. The book presents the three historical narratives (the earth is a historical entity, the earth is very old, and the earth is dynamic) that form the foundation of instruction. It also describes examples of the implicit, explicit, and reflective treatments of the nature of science to help student develop a better sense of the process of geology. Finally, the book gives preliminary results from some innovative approaches to research on student learning within the domains of geological content knowledge and NOS content knowledge within the course.

ISBN: 9783031686672

Standard No.: 10.1007/978-3-031-68667-2doiSubjects--Topical Terms:

3724258
Geology
--Study and teaching (Higher)

LC Class. No.: QE40

Dewey Class. No.: 550.711

Teaching geology using the history and philosophy of science = enhancing conceptual understanding /
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245 1 0 $a Teaching geology using the history and philosophy of science $h [electronic resource] : $b enhancing conceptual understanding / $c by Glenn Dolphin ; with contrib. by Dr. Robert Kelly and Dr. Nicole Ladue.
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505 0 $a Chapter 1. Introduction -- Chapter 2. Challenges in geoscience education -- Chapter 3. Backwards design and goals setting -- Chapter 4. Centring HPS in the course design process -- Chapter 5. Text and the structure of the course (braiding history, inquiry and MBL) -- Chapter 6. Evaluating student learning in both geology content and NOS.
520 $a This book provides a case study on how to design and build an introductory geology course for non-science majors. The book presents a foundation with the status of geoscience education and research in geoscience conceptual development as a backdrop for the design process. It then describes the instructional goal-setting process and development of the structural components of the course based on the determined goals. The book presents the three historical narratives (the earth is a historical entity, the earth is very old, and the earth is dynamic) that form the foundation of instruction. It also describes examples of the implicit, explicit, and reflective treatments of the nature of science to help student develop a better sense of the process of geology. Finally, the book gives preliminary results from some innovative approaches to research on student learning within the domains of geological content knowledge and NOS content knowledge within the course.
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