scholarly journals A Case Study on Scientific Inquiry and Argumentative Communication in Earth Science MBL Classes

2008 ◽  
Vol 29 (2) ◽  
pp. 189-203 ◽  
Author(s):  
Jin-Ah Oh ◽  
Sun-Kyung Lee ◽  
Chan-Jong Kim
Keyword(s):  
Scientific Inquiry ◽  
Earth Science ◽  
Argumentative Communication

scholarly journals The reasons women choose and stay in a geology major: a qualitative multi-case analysis

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Ron E. Gray ◽  
Alexis T. Riche ◽  
Isabel J. Shinnick-Gordon ◽  
James C. Sample
Keyword(s):  
Role Models ◽  
Critical Incident ◽  
Earth Science ◽  
Time Period ◽  
The Usa ◽  
Data Source ◽  
Introductory Classes ◽  
Iterative Coding ◽  
As Relationship

AbstractDespite earning half of all science and engineering undergraduate degrees between 2007 and 2016 in the USA, women were awarded only 39% of earth science degrees in the same time period. In order to better understand why women are both choosing and staying in geology programs, we conducted a multi-case study of nine current female undergraduate geology majors at a large public university in the USA within a department that is at gender parity among its undergraduate majors. The main data source was audio-recorded critical incident interviews of each participant. Data from the interviews were analyzed through an iterative coding process using codes adapted from previous studies that focused on factors both internal and external to the department. The students said that personal interests, influence by others outside of the department, and introductory classes attracted them to the geology program, but once declared, departmental factors such as relationship with faculty caused them to stay. We also found an emphasis on female role models, especially those teaching introductory courses. We believe this study offers important insights into the ways in which factors leading to recruitment and retention play out in the lived experiences of female geology majors.

scholarly journals Virtual Geosite Communication through a WebGIS Platform: A Case Study from Santorini Island (Greece)

2021 ◽  
Vol 11 (12) ◽  
pp. 5466
Author(s):  
Federico Pasquaré Mariotto ◽  
Varvara Antoniou ◽  
Kyriaki Drymoni ◽  
Fabio Luca Bonali ◽  
Paraskevi Nomikou ◽  
...  
Keyword(s):  
Bronze Age ◽  
Scientific Community ◽  
Earth Science ◽  
State Of The Art ◽  
Immersive Virtual Reality ◽  
Geological Processes ◽  
3D Exploration ◽  
Effusive Eruptions ◽  
Lay Public

We document and show a state-of-the-art methodology that could allow geoheritage sites (geosites) to become accessible to scientific and non-scientific audiences through immersive and non-immersive virtual reality applications. This is achieved through a dedicated WebGIS platform, particularly handy in communicating geoscience during the COVID-19 era. For this application, we selected nine volcanic outcrops in Santorini, Greece. The latter are mainly associated with several geological processes (e.g., dyking, explosive, and effusive eruptions). In particular, they have been associated with the famous Late Bronze Age (LBA) eruption, which made them ideal for geoheritage popularization objectives since they combine scientific and educational purposes with geotourism applications. Initially, we transformed these stunning volcanological outcrops into geospatial models—the so called virtual outcrops (VOs) here defined as virtual geosites (VGs)—through UAV-based photogrammetry and 3D modeling. In the next step, we uploaded them on an online platform that is fully accessible for Earth science teaching and communication. The nine VGs are currently accessible on a PC, a smartphone, or a tablet. Each one includes a detailed description and plenty of annotations available for the viewers during 3D exploration. We hope this work will be regarded as a forward model application for Earth sciences' popularization and make geoheritage open to the scientific community and the lay public.

scholarly journals Science Instructors' Views of Science and Nature of Science

2014 ◽  
Author(s):  
Mehmet Karakas
Keyword(s):  
Qualitative Study ◽  
Nature Of Science ◽  
Scientific Inquiry ◽  
Earth Science ◽  
Science Faculty ◽  
Science Courses ◽  
College Science ◽  
Science Instructors ◽  
Undergraduate Science

This qualitative study examined how college science faculty who teach introductory level undergraduate science courses including the fields of chemistry, biology, physics, and earth science, understand and define science and nature of science (NOS). Participants were seventeen science instructors from five different institutions in the northeastern U.S. and all of them were interviewed. Consistent with previous research, the findings revealed that the participants in this study held sophisticated and complex conceptions of NOS. In some instances their views were in line with the views promoted by science philosophers, and in other instances their views were more mixed and naive. Findings show that engaging in scientific inquiry is not enough to ensure informed conceptions of NOS.

scholarly journals Ensuring quality in qualitative inquiry: using key concepts as guidelines

2013 ◽  
Vol 19 (3) ◽  
pp. 572-579
Author(s):  
Debra Frances Campbell ◽  
Afonso A. Machado
Keyword(s):  
Grounded Theory ◽  
Action Research ◽  
Scientific Inquiry ◽  
Quantitative Research ◽  
Research Literature ◽  
Qualitative Inquiry ◽  
Key Concepts ◽  
Interpretive Approach ◽  
Single Standard

The field of qualitative scientific inquiry employs a fast-growing variety of approaches, whose traditions, procedures, and structures vary, depending on the type of study design and methodology (i.e., phenomenological, ethnographic, grounded theory, case study, action research, etc.). With the interpretive approach, researchers do not utilize the same measures of validity used in positivist approaches to scientific inquiry, since there is "...no one standard or accepted structure as one typically finds in quantitative research" (Creswell, 2007). With the absence of a single standard, how, then, is it possible for qualitative researchers to know whether or not their study was done with rigor, that it has validity, that it is ready to submit to their peers? The research literature is sprinkled with references to quality in qualitative inquiry, which helps to construe a study's validity. Markula (2008) suggests that we validate our study's findings by assuring readers that it was done "in the best possible way." While each research tradition has its own set of criteria for judging quality, we present here general concepts drawn from the literature. We hope this article will provide a framework from which qualitative researchers can judge their work before submitting it to their peers¸ one which will help ensure that their study was done "in the best possible way."

scholarly journals Biological Control Variously Materialized: Modeling, Experimentation and Exploration in Multiple Media

2021 ◽  
Vol 29 (4) ◽  
pp. 468-492
Author(s):  
Tarja Knuuttila ◽  
Andrea Loettgers
Keyword(s):  
Biological Control ◽  
Scientific Inquiry ◽  
Epistemic Status ◽  
Research Practice ◽  
Electronic Circuits ◽  
Genetic Circuits ◽  
Measuring Devices ◽  
Do So

Abstract This paper examines two parallel discussions of scientific modeling which have invoked experimentation in addressing the role of models in scientific inquiry. One side discusses the experimental character of models, whereas the other focuses on their exploratory uses. Although both relate modeling to experimentation, they do so differently. The former has considered the similarities and differences between models and experiments, addressing, in particular, the epistemic value of materiality. By contrast, the focus on exploratory modeling has highlighted the various kinds of exploratory functions of models in the early stages of inquiry. These two perspectives on modeling are discussed through a case study in the field of synthetic biology. The research practice in question explores biological control by making use of an ensemble of different epistemic means: mathematical models and simulations, synthetic genetic circuits and intracellular measuring devices, and finally electronic circuits. We argue that the study of exploratory modeling should trace the ways different epistemic means, in different materialities, are being combined over time. Finally, the epistemic status of such novel investigative objects as synthetic genetic circuits is evaluated, with the conclusion that they can function as both experiments and models.

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