Encore -- d:(Earth sciences -- Textbooks)

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The earth as a cradle for life [electronic resource] / Frank D. Stacey, Jane H. Hodgkinson.

Stacey, F. D. (Frank D.)

Ebook | 2013

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The Satisfaction and Needs of Teachers on the Earth Science Model Experiments in Science Textbooks Used in Primary Schools

Yang, Ilho;Lim, Sungman

Academic Journal | EURASIA Journal of Mathematics, Science and Technology Education. 2021 17(5). Please log in to see more details

This study aimed to examine teachers' satisfaction with and needs for earth science mo... more

The Satisfaction and Needs of Teachers on the Earth Science Model Experiments in Science Textbooks Used in Primary Schools

EURASIA Journal of Mathematics, Science and Technology Education. 2021 17(5).

This study aimed to examine teachers' satisfaction with and needs for earth science model experiments science textbooks used in primary schools. To this end, 103 primary school teachers participated in an online survey, and five teachers with doctorates in science education theory were interviewed. The findings of the study were as follows. First, primary school teachers in South Korea were highly satisfied with earth science model experiments presented in science textbooks. Second, despite the high satisfaction, there were various reasons why model experiments were inappropriate and difficult to conduct. Third, the teachers wanted to replace the model experiments of earth science that could result in misconceptions, had low success rates, and were time-consuming to prepare. Fourth, when designing earth science model experiments, teachers felt the need to confirm the meaning and accessibility of the model experiments. This study confirmed that model experiments should have a meaning and emulate the facts to help students understand rather than merely imitate.

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ERIC

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Earth science [electronic resource] : new methods and studies / edited by Roy H. Williams.

Ebook | 2012

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Earth science : new methods and studies / edited by Roy H. Williams.

Ebook | 2012

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A Textbook Conversation

Academic Journal | Bulletin of the American Meteorological Society. September, 2023, Vol. 104 Issue 9, p701, 3 p. Please log in to see more details

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The good Earth : introduction to Earth science / David McConnell ... [and others].

Book | 2008

Available at Available Merrill-Cazier Books (3rd Floor North) (Call number: QE 26.3 .G66 2008)

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Location	Call No.	Status
Merrill-Cazier Books (3rd Floor North)	QE 26.3 .G66 2008	Available

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Comparative Analysis of the Quality of Visuals in Geography Textbooks for ISCED 1 and ISCED 2 Levels of Education

Trahorsch, Petr;Blaha, Jan D.;Chytry, Vlastimil

Academic Journal | Review of International Geographical Education Online. Sum 2019 9(2):264-283. Please log in to see more details

The aim of the article is to assess the quality of visualisation of geomorphology, hyd... more

Comparative Analysis of the Quality of Visuals in Geography Textbooks for ISCED 1 and ISCED 2 Levels of Education

Review of International Geographical Education Online. Sum 2019 9(2):264-283.

The aim of the article is to assess the quality of visualisation of geomorphology, hydrology and agriculture of Czechia through maps, schemes and photographs in geography textbooks for ISCED 1 and ISCED 2 levels of education. A total of 15 geography textbooks were selected and a total of 90 visuals from these textbooks were analysed. The scaling method according to defined criteria relating to the concept of usability was applied; the result of scaling was the usability coefficient. The data obtained through scaling was subsequently statistically analysed. The outcomes of the statistical analysis show that the usability coefficient of visuals in textbooks for the older cohort is higher than in textbooks for younger students. The usability coefficient as an indicator of quality of the assessed visuals is linked especially to the tradition of publishing houses, as visuals in textbooks published by publishers with relatively long tradition are of a higher quality than those by publishers with shorter tradition and therefore less experience with publishing textbooks. Differences in the quality between individual types of visuals or themes are not statistically significant.

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ERIC

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The new theory of the Earth / Don L. Anderson.

Anderson, Don L.

Book | 2007

Available at Available Merrill-Cazier Books (3rd Floor North) (Call number: QE 26.3 .A53 2007)

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Location	Call No.	Status
Merrill-Cazier Books (3rd Floor North)	QE 26.3 .A53 2007	Available

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The Inclusion of Science Passion Criteria in Chemistry and Earth Sciences Textbooks for 10th Grade in Jordan.

Khataybeh, Abdallah;Alshorman, Sameera;Shatnawi, Razan;Bakheet, Wafa;Dagams...

Academic Journal | Turkish Online Journal of Qualitative Inquiry; 2021, Vol. 12 Issue 9, p2556-2567, 12p Please log in to see more details

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New theory of the Earth / Don L. Anderson.

Anderson, Don L.

Ebook | 2007

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The Effects of Earth Science Textbook Contents on High School Students' Knowledge of, Attitude toward, and Behavior of Energy Saving and Carbon Reduction

Chao, Yu-Long;Chou, Ying-Chyi;Yen, Hsin-Yi;Chen, Shr-Jya

Academic Journal | Science Education International. 2017 28(1):30-52. Please log in to see more details

As science textbooks are considered as one of the major source of climate change infor... more

The Effects of Earth Science Textbook Contents on High School Students' Knowledge of, Attitude toward, and Behavior of Energy Saving and Carbon Reduction

Science Education International. 2017 28(1):30-52.

As science textbooks are considered as one of the major source of climate change information of students, this study aims to examine the differences in energy saving and carbon reduction knowledge, attitude, and behavior between two groups of Taiwan's high school students using earth science textbooks of two different publishers. Some items of knowledge, attitudinal, and behavioral subscales reflecting significant differences largely coincide with the differences in the coverage amount, text specificity, and picture presence in relevant contents between two textbooks. Students using the textbook with those features performed better on most of those items, including higher percents correct of identifying types of radiations and greenhouse gases and stronger support for more wind power generators. Behavioral effects of the two textbooks seem comparable between two groups of students.

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ERIC

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The new theory of the Earth [electronic resource] / Don L. Anderson.

Anderson, Don L.

Ebook | 2006

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The Impact of Guiding Materials on Students' Conceptual Understanding: The Case of 'What Is the Earth's Crust Composed of?

Çoruhlu, Tülay Senel;Er Nas, Sibel

Academic Journal | Journal of Education and Training Studies. Feb 2017 5(2):194-206. Please log in to see more details

The aim of this research is to determine the effect of the use of guidance material ba... more

The Impact of Guiding Materials on Students' Conceptual Understanding: The Case of 'What Is the Earth's Crust Composed of?

Journal of Education and Training Studies. Feb 2017 5(2):194-206.

The aim of this research is to determine the effect of the use of guidance material based on the 5E model on students' conceptual understanding of a topic entitled "What is the earth's crust composed of?" The sample consists of 40 students from the 5th grade (experimental group 20, control group 20). A concept test, a drawing test, and semi-structured interview questions were used for data collection. In the experiment group, guidance material prepared according to the 5E model was used; the control group was conducted using the existing textbook. Student responses were examined in terms of the following categories: complete understanding, partial understanding, alternative concept, no response or irrelevant responses. The quantitative data obtained from the experimental and the control groups were compared by using the Mann-Whitney U-test. Content analysis was used to analyze students' drawings. In conclusion, it was determined that the guidance materials developed according to 5E model have a positive effect (U = 76.00, p<0.05) on students' conceptual understanding about the topic entitled "What is the earth's crust composed of?"

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ERIC

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Our Energy Future : Introduction to Renewable Energy and Biofuels

Carla S. Jones;Stephen P. Mayfield;Carla S. Jones;Stephen P. Mayfield

eBook | 2016 Please log in to see more details

Our Energy Future is an introductory textbook for the study of energy production, alte... more

Our Energy Future : Introduction to Renewable Energy and Biofuels

2016

Our Energy Future is an introductory textbook for the study of energy production, alternative and renewable fuels, and ways to build a sustainable energy future. Jones and Mayfield explore the creation and history of fossil fuels, their impact on the environment, and how they have become critical to our society. The authors also outline how adopting sustainable biofuels will be key to the future of energy stability and discuss a number of renewable energy options and biofuel feedstocks that are replacements for petroleum-based products. Our society is consuming energy at an alarming rate, and the authors warn that continuing fuel-usage patterns could permanently damage the environment. This book emphasizes the importance of continued scientific, agricultural, and engineering development while it outlines the political and environmental challenges that will accompany a complete shift from fossil fuels to renewable energy and biomass. Our Energy Future is an accessible resource for undergraduate students studying biofuels and bioenergy.

Subject terms:

Biomass energy--Environmental aspects--Textbooks - Biomass energy--Textbooks - Renewable energy sources--Textbooks - Fossil fuels--Environmental aspects - Fossil fuels--History--Textbooks

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eBook Collection (EBSCOhost)

eBook

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Why Textbooks Are the Way They Are.

Dutch, Steven I.

Periodical | Academic Questions. Sep2005, Vol. 18 Issue 4, p34-48. 15p. Please log in to see more details

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Picture This! Effects of Photographs, Diagrams, Animations, and Sketching on Learning and Beliefs about Learning from a Geoscience Text

Wiley, Jennifer

Academic Journal | Applied Cognitive Psychology. Jan-Feb 2019 33(1):9-19. Please log in to see more details

Many studies have demonstrated that illustrating expository science texts with images ... more

Picture This! Effects of Photographs, Diagrams, Animations, and Sketching on Learning and Beliefs about Learning from a Geoscience Text

Applied Cognitive Psychology. Jan-Feb 2019 33(1):9-19.

Many studies have demonstrated that illustrating expository science texts with images that are interesting, but irrelevant for understanding the causal relations underlying scientific phenomena, can cause seduction effects, which can reduce understanding from text. The term "seduction effects" refers to the influence that images are thought to have on readers, seducing them away from deeply processing important information. The present study explores whether images relevant for instructional goals may also show some seduction effects. In this study, the presence of photographic images negatively impacted understanding compared with the presence of relevant animations or instructing students to sketch a drawing during reading. However, the results showed that both photographic images and relevant animations could lead to illusions of understanding, whereas sketching did not. The results suggest that even images that are relevant for instructional goals may sometimes result in seduction effects that deceive readers when judging their own understanding.

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ERIC

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Examining the Features of Earth Science Logical Reasoning and Authentic Scientific Inquiry Demonstrated in a High School Earth Science Curriculum: A Case Stud...

Park, Do-Yong;Park, Mira

Academic Journal | Journal of Geoscience Education. Nov 2013 61(4):364-377. Please log in to see more details

The purpose of this study was to investigate the inquiry features demonstrated in the ... more

Examining the Features of Earth Science Logical Reasoning and Authentic Scientific Inquiry Demonstrated in a High School Earth Science Curriculum: A Case Stud...

Journal of Geoscience Education. Nov 2013 61(4):364-377.

The purpose of this study was to investigate the inquiry features demonstrated in the inquiry tasks of a high school Earth Science curriculum. One of the most widely used curricula, Holt Earth Science, was chosen for this case study to examine how Earth Science logical reasoning and authentic scientific inquiry were related to one another and how they were reflected in the curriculum. The framework for data collection and analysis used in this case study included logical reasoning, hermeneutics, historical method, and authentic inquiry. Two raters validated the framework's adoption in this study, looking at the content validity and reliability after the training. Each rater rated the sample curriculum independently and compared results to see if or how they agreed and disagreed. This process included questions, discussions, and clarifications about items of each framework. For inquiry tasks, results showed that induction (37.6%) and abduction (47.7%) were mainly used for logical reasoning; in hermeneutics, the process termed "forestructures of understanding" (82.7%) was mainly used, and "recursive reasoning" (12.0%) and the "historical nature of human understanding" (5.3%) were minimally used; and in the historical method, "adhering to the modern principle of uniformitarianism" (48.8%) and "constructing proper taxonomies" (34.2%) were mainly used. However, the curriculum included little use of what is typically represented, in high school Earth Science, as the features of authentic scientific inquiry. These features are "making multiple observations" and "developing theories about mechanisms." This study also analyzed the relationships among three types of logical reasoning and the features of authentic scientific inquiry. Based on these findings on logical reasoning and authentic inquiry features, we discuss the implications for inquiry-based Earth Science curriculum development.

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ERIC

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Winifred Goldring.

Driscoll, Sally

Biography | Winifred Goldring. 8/1/2017, p1-2. 2p. Please log in to see more details

Background information on American paleontologist Winifred Goldring is presented. Gol... more

Winifred Goldring.

Winifred Goldring. 8/1/2017, p1-2. 2p.

Background information on American paleontologist Winifred Goldring is presented. Goldring worked at the New York State Museum and eventually became New York's state paleontologist, the first woman named to a prominent geological post. Information on Goldring's early life, education, and career development is reviewed.

Subject terms:

GOLDRING, Winifred - PALEONTOLOGY - EARTH science education - MUSEUMS - PALEOBOTANY - FERNS - TEXTBOOKS - ACADEMIC degrees - NEW York (State)

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MAS Complete

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Report of the 2012 National Survey of Science and Mathematics Education

Horizon Research, Inc.;Banilower, Eric R.;Smith, P. Sean;Weiss, Iris R.

Electronic Resource | Horizon Research, Inc. 2013. Please log in to see more details

The 2012 National Survey of Science and Mathematics Education was designed to provide ... more

Report of the 2012 National Survey of Science and Mathematics Education

Horizon Research, Inc. 2013.

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey. The design and implementation of the study involved developing a sampling strategy and selecting samples of schools and teachers, developing and piloting survey instruments, collecting data from sample members, and preparing data files and analyzing the data. This report is a summary of overall findings from the study in the areas of teacher backgrounds and beliefs, teachers as professionals, science and mathematics courses, instructional objectives and activities, instructional resources, and factors affecting instruction. The following are appended: (1) Sample Design; (2) Survey Questionnaires; (3) Pre-Data Collection Communication; (4) Description of Data Collection; (5) Description of Reporting Variables; and (6) Additional Equity Cross-tabulations.

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ERIC

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Creating a classroom library

COPPENS, KATIE

Academic Journal | Science Scope, 2018 Aug 01. 42(1), 22-25. Please log in to see more details

Full Text

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Improving Introductory Astronomy Education in American Colleges and Universities: A Review of Recent Progress

Waller, William H.;Slater, Timothy F.

Academic Journal | Journal of Geoscience Education. Nov 2011 59(4):176-183. Please log in to see more details

Over the past 15 years, professional astronomers, their societies, and associated fund... more

Improving Introductory Astronomy Education in American Colleges and Universities: A Review of Recent Progress

Journal of Geoscience Education. Nov 2011 59(4):176-183.

Over the past 15 years, professional astronomers, their societies, and associated funding agencies have collaborated to improve astronomy teaching and learning at the introductory undergraduate level. Many nonscience majors and preservice teachers enroll in these introductory astronomy courses, thus meriting the focused attention. In this review of recent developments, issues, approaches, and resources, we describe and document key instructional assets that have been made available to college and university faculty who wish to enhance their teaching of introductory astronomy. We find that although faculty support has progressed intermittently, there exist numerous programs and resources that faculty can access to increase student engagement and learning in astronomy. As funding support for these various instructional assets have waxed and waned, the professional societies have served as vital anchors and agents for advancing the profession of astronomy education at the introductory undergraduate level. Our findings, though focused on astronomy education, can be applied to the practice of introductory undergraduate education throughout the Earth and space sciences.

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ERIC

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Toward a New Conceptual Framework for Teaching about Flood Risk in Introductory Geoscience Courses

Lutz, Tim

Academic Journal | Journal of Geoscience Education. Feb 2011 59(1):5-12. Please log in to see more details

An analysis of physical geology textbooks used in introductory courses shows that ther... more

Toward a New Conceptual Framework for Teaching about Flood Risk in Introductory Geoscience Courses

Journal of Geoscience Education. Feb 2011 59(1):5-12.

An analysis of physical geology textbooks used in introductory courses shows that there is a systematic lack of clarity regarding flood risk. Some problems originate from confusion relating to statistical terms such as "100-year flood" and "100-year floodplain." However, the main problem is conceptual: statistics such as return periods and annual probabilities do not portray the variability inherent in flood recurrence and lead to misconceptions. An alternative conception of risk is proposed based on the analogy between playing a game of chance and living in a hazardous situation. This concept leads to the introduction of statistical ensembles as a means to characterize risk as a function of the duration of exposure to a hazardous situation. Presenting risk in relation to exposure time places floods in the framework of planning and problem-solving: how does the risk that arises from where we build relate to how long we want to be there? Methods and materials in the paper show how game play and ensembles can be introduced in the classroom. A supplemental Excel spreadsheet provides the means to generate ensemble diagrams from commonly available stream data and gives instructors the potential to customize their course materials by using data from local streams.

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ERIC

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What English Language Arts, Math, and Science Instructional Materials Have Districts in the Mid-Atlantic Region States Adopted? Summary. Issues & Answers. REL 2010-No. 096

Regional Educational Laboratory Mid-Atlantic (ED);Burzichelli, Claudia;Morr...

Report | Regional Educational Laboratory Mid-Atlantic. 2010. Please log in to see more details

Despite increasing accountability requirements and a national call for transparency in... more

What English Language Arts, Math, and Science Instructional Materials Have Districts in the Mid-Atlantic Region States Adopted? Summary. Issues & Answers. REL 2010-No. 096

Regional Educational Laboratory Mid-Atlantic. 2010.

Despite increasing accountability requirements and a national call for transparency in public policy, Mid-Atlantic Region state education agencies indicate that they have little information about what instructional materials districts adopt. This report describes first-year results of an ongoing project to generate and share information on core texts, supplemental materials, and benchmark assessments adopted by districts in the Mid-Atlantic Region states for specific elementary, middle, and high school grade levels in English language arts, math, and science. The report also describes the organization of the results in an online, searchable database (http://www.relmid-atlantic.org/ci). Potential users of the database include state and local policymakers, practitioners, parents, voters, and researchers. Several findings emerge from analysis of the database. These are: (1) Few districts reported having adopted district-developed core text materials (0-2 percent in each grade and content area) or no core text materials (0-3 percent); (2) Depending on the grade and content area, 34-64 percent of reporting districts provided both the title and publisher of a single commercially developed core text; (3) Districts were most likely to report both the title and publisher of a core text in grade 4 math (64 percent) and algebra 1 (55 percent); and (4) As of March 1, 2010, the What Works Clearinghouse (WWC) had issued reports on studies of 15 of the instructional materials identified by districts in Mid-Atlantic Region states that had met WWC evidence standards with or without reservations. [For the full report, see ED514431.]

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ERIC

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What English Language Arts, Math, and Science Instructional Materials Have Districts in the Mid-Atlantic Region States Adopted? Issues & Answers. REL 2010-No. 096

Regional Educational Laboratory Mid-Atlantic (ED);Burzichelli, Claudia;Morr...

Report | Regional Educational Laboratory Mid-Atlantic. 2010. Please log in to see more details

Despite increasing accountability requirements and a national call for transparency in... more

What English Language Arts, Math, and Science Instructional Materials Have Districts in the Mid-Atlantic Region States Adopted? Issues & Answers. REL 2010-No. 096

Regional Educational Laboratory Mid-Atlantic. 2010.

Despite increasing accountability requirements and a national call for transparency in public policy, Mid-Atlantic Region state education agencies indicate that they have little information about what instructional materials districts adopt. This report describes first-year results of an ongoing project to generate and share information on core texts, supplemental materials, and benchmark assessments adopted by districts in the Mid-Atlantic Region states for specific elementary, middle, and high school grade levels in English language arts, math, and science. The report also describes the organization of the results in an online, searchable database (http://www.relmid-atlantic.org/ci). Potential users of the database include state and local policymakers, practitioners, parents, voters, and researchers. Several findings emerge from analysis of the database. These are: (1) Few districts reported having adopted district-developed core text materials (0-2 percent in each grade and content area) or no core text materials (0-3 percent); (2) Depending on the grade and content area, 34-64 percent of reporting districts provided both the title and publisher of a single commercially developed core text; (3) Districts were most likely to report both the title and publisher of a core text in grade 4 math (64 percent) and algebra 1 (55 percent); and (4) As of March 1, 2010, the What Works Clearinghouse (WWC) had issued reports on studies of 15 of the instructional materials identified by districts in Mid-Atlantic Region states that had met WWC evidence standards with or without reservations. Appendices include: (1) Data sources and methods; (2) Sample introductory letter to chief school administrators; (3) Sample letter to curriculum directors, with enclosures; (4) Nonresponding districts; (5) Coding guide used by project team in year 1; (6) Revised coding guide for use in year 2; and (7) Database users guide. (Contains 2 boxes, 12 figures, 13 tables, and 3 notes.) [For the summary report, see ED514434.]

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ERIC