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Teaching geology using the history and philosophy of scienceenhancing conceptual understanding /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching geology using the history and philosophy of scienceby 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.
Contained By:	Springer Nature eBook
Subject:	GeologyStudy and teaching (Higher)
Online resource:	https://doi.org/10.1007/978-3-031-68667-2
ISBN:	9783031686672$q(electronic bk.)

Teaching geology using the history and philosophy of scienceenhancing 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$q(electronic bk.)

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

982279
Geology
--Study and teaching (Higher)

LC Class. No.: QE40

Dewey Class. No.: 550.711

Teaching geology using the history and philosophy of scienceenhancing conceptual understanding /
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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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