scholarly journals University of Nebraska-Lincoln Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction

2012 ◽  
Vol 35 ◽  
pp. 168-169
Author(s):  
David Harwood ◽  
Kyle Thompson
Keyword(s):  
Undergraduate Teaching ◽  
Education Majors ◽  
Geoscience Education ◽  
Field Instruction ◽  
History Of ◽  
Catch Up ◽  
Teton Range ◽  
University Of Nebraska Lincoln ◽  
K 12 ◽  
The University

This field course offers in-service teachers and pre-service science education majors an opportunity to discover the geological history of the Rocky Mountains and experience inquiry-based geoscience education during a 2-week journey across Wyoming, South Dakota and Nebraska. In 2012 this course utilized the UW-NPS facilities for 3 days in mid-June. The group built upon their growing geological knowledge to investigate the geological evolution of the Teton Range. The 2012 course included six in-service teacher participants (all from Nebraska), two pre-service graduate education majors, and one Geoscience Education Research professor who observed the process. The staff included two instructors and one geology undergraduate teaching assistant. This course is offered through the University of Nebraska-Lincoln’s Nebraska Math and Science Summer Institute (NMSSI) Program. This course improves educators' ability to teach inquiry-based science, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments. The UW-NPS facilities provide an excellent opportunity for participants to discover the natural history of the Teton Range and catch up on fieldbook notes while sitting at a real table - - a welcome change from our normal campground setting.

scholarly journals University of Nebraska-Lincoln Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction

2011 ◽  
Vol 33 ◽  
pp. 235-235
Author(s):  
David Harwood ◽  
Kyle Thompson
Keyword(s):  
Teacher Education Program ◽  
Opportunity To Learn ◽  
Rocky Mountain ◽  
Field Instruction ◽  
Rocky Mountain Region ◽  
Subsidence History ◽  
Jackson Hole ◽  
History Of ◽  
University Of Nebraska Lincoln ◽  
K 12

These courses offer teachers an opportunity to learn about the geosciences and geoscience education through a 3-week inquiry-based field course across Wyoming, South Dakota and Nebraska. In 2010, two separate courses utilized the UW-NPS facilities. The group discovered local glacial features, evaluated the uplift and subsidence history of the Grand Tetons and Jackson Hole, respectively, and built upon growing geological abilities and knowledge of the geological evolution of the Rocky Mountain region. The first course (end of May) was directed at pre-service teachers enrolled in the Teacher Education program at the Univ. of Nebraska, and included 6 students and 2 observers from other universities. As part of the Nebraska Math and Science Summer Institute (NMSSI) program, the second course (middle June) was directed at in-service teachers, and included 8 participants. The primary aim of this course is to improve educators' ability to teach inquiry, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments.

scholarly journals Methods in Geoscience Field Instruction: University of Nebraska-Lincoln

2015 ◽  
Vol 38 ◽  
pp. 141-141
Author(s):  
David Harwood ◽  
Kyle Thompson
Keyword(s):  
National Park ◽  
Large Scale ◽  
Education Student ◽  
Grand Teton National Park ◽  
Geological Features ◽  
Jackson Hole ◽  
Teton Range ◽  
Park Area ◽  
University Of Nebraska Lincoln ◽  
The University

Eight in-service teachers, one pre-service education student, three observers from other universities, and two instructors from the University of Nebraska-Lincoln engaged in an inquiry-based geology field course from June 13 to 28, 2015 through Wyoming, South Dakota, and Nebraska. This commnity of learners spent three days working in the Grand Teton National Park area. Geological features and history present in Grand Teton National Park are an important part of the course curriculum. Large-scale extensional features of the Teton Range and Jackson Hole, and the glacial geomorphology and related climate changes of this area are some of the unique features examined here.

Reshaping Preservice Teachers' Pedagogical Content Knowledge With Primary Source Documents

2020 ◽  
pp. 160-186
Author(s):  
Donna Governor ◽  
David Osmond ◽  
Sanghee Choi ◽  
April Nelms ◽  
Max Vazquez-Dominguez
Keyword(s):  
Preservice Teachers ◽  
Science Education ◽  
Learning Experience ◽  
Primary Source ◽  
Methods Course ◽  
Education Majors ◽  
Pedagogical Content ◽  
Course Redesign ◽  
K 12 ◽  
The University

The Authoritative Science Publications for Education Majors (ASPEM) project was a textbook transformation program for elementary and secondary science education majors developed at the University of North Georgia (UNG) in 2017. The primary goal of this project was to build a curriculum for pre-service science methods students utilizing online publications of the National Academies of Sciences through the National Academies Press (NAP) and other resources to completely replace a traditional text. This course redesign was necessitated by changes in state science standards, introduced at the same time, that were built on the instructional implications presented in the Framework for K-12 Science Education. Pre-service students in the methods course indicated that the use of these resources, in lieu of a traditional text, provided a richer learning experience for them.

scholarly journals Psychometrika v kukurici: Stáž v Burosovom centre

TESTFÓRUM ◽  
2018 ◽  
Vol 6 (10) ◽  
pp. 14-16
Author(s):  
Shoshana Chovan
Keyword(s):  
Personal Experience ◽  
Main Part ◽  
Short Report ◽  
Publishing Activity ◽  
Exchange Program ◽  
Mental Measurement ◽  
History Of ◽  
University Of Nebraska Lincoln ◽  
The University

Článok je krátkou reportážou zo stáže v Burosovom centre pre testovanie na University of Nebraska v Lincolne. V úvode je opísané zameranie Burosovho centra a jeho publikačná činnosť, s podrobnejším popisom jednotlivých publikácií. Hlavná časť článku približuje osobnú skúsenosť s prácou v centre počas roka stráveného štúdiom na University of Nebraska a opisuje náplň práce študentského pracovníka. Článok ďalej hovorí o pomoci pri príprave Mental Measurement Yearbook a v závere sumarizuje históriu Burosovho centra a vyzdvihuje jeho prínos pre psychometriku.The article is a short report from an internship at the Buros Center for Testing at the University of Nebraska—Lincoln. The introduction outlines the focus of the Buros Center and its publishing activity, with more detailed descriptions of individual publications. The main part of the article talks about the personal experience with working at the centre during an exchange program at the University of Nebraska and illustrates the work of a student worker. The article further describes the help with preparing the Mental Measurement Yearbook and in the end of this article summarizes the history of Buros Center and highlights its contribution to psychometrics.

scholarly journals Fundamentals of Geoscience in the Field and Methods in Geoscience Field Instruction

2011 ◽  
Vol 34 ◽  
pp. 199-200
Author(s):  
David Hardwood ◽  
Kyle Thompson
Keyword(s):  
Opportunity To Learn ◽  
Rocky Mountain ◽  
Atmospheric Sciences ◽  
Rocky Mountain Region ◽  
Subsidence History ◽  
Jackson Hole ◽  
History Of ◽  
Private Donations ◽  
Teton Range ◽  
K 12

This course offers in-service teachers an opportunity to learn about geology and geoscience education through a 2-week inquiry-based field course across Wyoming, South Dakota and Nebraska. In 2011 this course utilized the UW-NPS facilities for 3 days in mid-June. The group discovered local glacial features, evaluated the uplift and subsidence history of the Grand Tetons and Jackson Hole, respectively, and built upon growing geological abilities and knowledge of the geological evolution of the Rocky Mountain region. The 2011 course included seven teacher participants (5 from Nebraska and 2 from North Carolina), one education and media facilitator from the ANDRILL Program at the Univ. of Nebraska-Lincoln (UNL), and two instructors. This course is offered as part of UNL’s Nebraska Math and Science Summer Institute (NMSSI) Program, receiving support from this program, from the Dept. of Earth and Atmospheric Sciences, and private donations. The primary aim of this course is to improve educators' ability to teach inquiry in their classrooms, gain knowledge and understanding of geoscience, and to demonstrate effective teaching methods that can integrate geoscience into K-12 learning environments. The UW-NPS facilities provide an excellent opportunity for participants to discover the natural history of the Teton Range.

Illustrations and the genesis of Barrett and Yonge's Collins pocket guide to the sea shore (1958)

2010 ◽  
Vol 37 (2) ◽  
pp. 274-291 ◽  
Author(s):  
P. G. Moore
Keyword(s):  
Crucial Role ◽  
British Isles ◽  
Publishing History ◽  
Biological Station ◽  
Marine Biological ◽  
Illustrated Text ◽  
History Of ◽  
The University

Twenty nine items of correspondence from the mid-1950s discovered recently in the archives of the University Marine Biological Station Millport, and others made available by one of the illustrators and a referee, shed unique light on the publishing history of Collins pocket guide to the sea shore. This handbook, generally regarded as a classic of its genre, marked a huge step forwards in 1958; providing generations of students with an authoritative, concise, affordable, well illustrated text with which to identify common organisms found between the tidemarks from around the coasts of the British Isles. The crucial role played by a select band of illustrators in making this publication the success it eventually became, is highlighted herein. The difficulties of accomplishing this production within commercial strictures, and generally as a sideline to the main employment of the participants, are revealed. Such stresses were not helped by changing demands on the illustrators made by the authors and by the publishers.

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