Matching Items (7)
Description
Conceptual change has been a large part of science education research for several decades due to the fact that it allows teachers to think about what students' preconceptions are and how to change these to the correct scientific conceptions. To have students change their preconceptions teachers need to allow students to confront what they think they know in the presence of the phenomena. Students then collect and analyze evidence pertaining to the phenomena. The goal in the end is for students to reorganize their concepts and change or correct their preconceptions, so that they hold more accurate scientific conceptions. The purpose of this study was to investigate how students' conceptions of the Earth's surface, specifically weathering and erosion, change using the conceptual change framework to guide the instructional decisions. The subjects of the study were a class of 25 seventh grade students. This class received a three-week unit on weathering and erosion that was structured using the conceptual change framework set by Posner, Strike, Hewson, and Gertzog (1982). This framework starts by looking at students' misconceptions, then uses scientific data that students collect to confront their misconceptions. The changes in students' conceptions were measured by a pre concept sketch and post concept sketch. The results of this study showed that the conceptual change framework can modify students' preconceptions of weathering and erosion to correct scientific conceptions. There was statistical significant difference between students' pre concept sketches and post concept sketches scores. After examining the concept sketches, differences were found in how students' concepts had changed from pre to post concept sketch. Further research needs to be done with conceptual change and the geosciences to see if conceptual change is an effective method to use to teach students about the geosciences.
ContributorsTillman, Ashley (Author) / Luft, Julie (Thesis advisor) / Middleton, James (Committee member) / Semken, Steven (Committee member) / Arizona State University (Publisher)
Created2011
Description
Climate change is not a thing of the future. Indigenous people are being affected by climate changes now. Native American Earth scientists could help Native communities deal with both climate change and environmental pollution issues, but are noticeably lacking in Earth Science degree programs. The Earth Sciences produce the lowest percentage of minority scientists when compared with other science and engineering fields. Twenty semi-structured interviews were gathered from American Indian/ Alaska Native Earth Scientists and program directors who work directly with Native students to broaden participation in the field. Data was analyzed using qualitative methods and constant comparison analysis. Barriers Native students faced in this field are discussed, as well as supports which go the furthest in assisting achievement of higher education goals. Program directors give insight into building pathways and programs to encourage Native student participation and success in Earth Science degree programs. Factors which impede obtaining a college degree include financial barriers, pressures from familial obligations, and health issues. Factors which impede the decision to study Earth Science include unfamiliarity with geoscience as a field of study and career choice, the uninviting nature of Earth Science as a profession, and curriculum that is irrelevant to the practical needs of Native communities or courses which are inaccessible geographically. Factors which impede progress that are embedded in Earth Science programs include educational preparation, academic information and counseling and the prevalence of a Western scientific perspective to the exclusion of all other perspectives. Intradepartmental relationships also pose barriers to the success of some students, particularly those who are non-traditional students (53%) or women (80%). Factors which support degree completion include financial assistance, mentors and mentoring, and research experiences. Earth scientists can begin broaden participation by engaging in community-inspired research, which stems from the needs of a community and is developed in collaboration with it. Designed to be useful in meeting the needs of the community, it should include using members of the community to help gather and analyze data. These community members could be students or potential students who might be persuaded to pursue an Earth Science degree.
ContributorsBueno Watts, Nievita F (Author) / Baker, Dale R. (Thesis advisor) / Mckinley Jones Brayboy, Bryan (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2011
Description
Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)
ContributorsReed, Cameron E (Author) / Richter, Jennifer (Thesis director) / Semken, Steven (Committee member) / School of Earth and Space Exploration (Contributor, Contributor) / School of Sustainability (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
For the geoscience community to continue to grow, students need to be attracted to the field. Here we examine the Incorporated Research Institutions for Seismology (IRIS) Research Experience for Undergraduates (REU) program to understand how the participants' experiences' affects their interest in geoscience and educational and career goals. Eleven interns over two years (2013-2014) were interviewed prior to the start of their internship, after their internship, and after presenting their research at the American Geophysical Union annual meeting. This internship program is of particular interest because many of the interns come into the REU with non-geoscience or geophysics backgrounds (e.g., physics, mathematics, chemistry, engineering). Both a priori and emergent codes are used to convert interview transcripts into quantitative data, which is analyzed alongside demographic information to understand how the REU influences their decisions. Increases in self-efficacy and exposure to multiple facets of geoscience research are expressed as primary factors that help shape their future educational and career goals. Other factors such as networking opportunities and connections during the REU also can play a role in their decision. Overall, REU participants who identified as geosciences majors solidified their decisions to pursue a career in geosciences, while participants who identified as non-geosciences majors were inclined to change majors, pursue geosciences in graduate school, or explore other job opportunities in the geosciences.
ContributorsGossard, Trey Marshall (Author) / Semken, Steven (Thesis director) / Garnero, Edward (Committee member) / Reynolds, Stephen (Committee member) / School of Earth and Space Exploration (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Though large amounts of nitrogen are allocated to the Earth's mantle, not much is known concerning how it is stored and transported. In this study, stishovite is proposed as a host for nitrogen within the Earth's deep interior. Stishovite was synthesized and heated under nitrogen rich conditions using diamond-anvil cell equipment and double-sided laser heating. Synthesis pressures ranged from 16 to 44 GPa and temperatures centered at ~1800 K. Experimental products were removed from diamond anvil cells and analyzed for nitrogen content via SIMS and SEM/EDX analysis. Unit cell parameters were obtained through XRD analysis. N solubility in stishovite was calculated to be up to 1.54 wt % from SIMS data through the use of an ion implant and a relative sensitivity factor. XRD data indicated a decrease in unit cell volume at higher pressures, with the c-axis length showing larger compressibility than the a-axis length. Through SEM and EDX analysis, a uniformly low level of N was observed throughout the sample indicating that N was uniformly incorporated into the crystal structure of stishovite. The data suggests that, rather than existing separately from stishovite as a silicon or carbon nitride, N has substituted into the crystal structure of stishovite. Both O and N have largely similar atomic radii, with N being slightly smaller, indicating that N can substitute for O. With the levels of N observed in the experiment, it is implicated that the mantle has an extremely large storage capacity for N. Further experimentation, with the addition of TEM analysis, should be conducted in order to determine the effects of pressure and temperature on the solubility of N in stishovite. Additionally, substitution of N as HN into stishovite should be investigated as HN accounts for the charge imbalance seen when substituting N for O.
ContributorsNoble, Shaela Marie (Author) / Shim, Sang-Heon (Thesis director) / Hervig, Richard (Committee member) / School of Life Sciences (Contributor) / School of Molecular Sciences (Contributor) / Barrett, The Honors College (Contributor) / School of Earth and Space Exploration (Contributor)
Created2016-05
Description
Despite the rapid adoption of robotics and machine learning in industry, their application to scientific studies remains under-explored. Combining industry-driven advances with scientific exploration provides new perspectives and a greater understanding of the planet and its environmental processes. Focusing on rock detection, mapping, and dynamics analysis, I present technical approaches and scientific results of developing robotics and machine learning technologies for geomorphology and seismic hazard analysis. I demonstrate an interdisciplinary research direction to push the frontiers of both robotics and geosciences, with potential translational contributions to commercial applications for hazard monitoring and prospecting. To understand the effects of rocky fault scarp development on rock trait distributions, I present a data-processing pipeline that utilizes unpiloted aerial vehicles (UAVs) and deep learning to segment densely distributed rocks in several orders of magnitude. Quantification and correlation analysis of rock trait distributions demonstrate a statistical approach for geomorphology studies. Fragile geological features such as precariously balanced rocks (PBRs) provide upper-bound ground motion constraints for hazard analysis. I develop an offboard method and onboard method as complementary to each other for PBR searching and mapping. Using deep learning, the offboard method segments PBRs in point clouds reconstructed from UAV surveys. The onboard method equips a UAV with edge-computing devices and stereo cameras, enabling onboard machine learning for real-time PBR search, detection, and mapping during surveillance. The offboard method provides an efficient solution to find PBR candidates in existing point clouds, which is useful for field reconnaissance. The onboard method emphasizes mapping individual PBRs for their complete visible surface features, such as basal contacts with pedestals–critical geometry to analyze fragility. After PBRs are mapped, I investigate PBR dynamics by building a virtual shake robot (VSR) that simulates ground motions to test PBR overturning. The VSR demonstrates that ground motion directions and niches are important factors determining PBR fragility, which were rarely considered in previous studies. The VSR also enables PBR large-displacement studies by tracking a toppled-PBR trajectory, presenting novel methods of rockfall hazard zoning. I build a real mini shake robot providing a reverse method to validate simulation experiments in the VSR.
ContributorsChen, Zhiang (Author) / Arrowsmith, Ramon (Thesis advisor) / Das, Jnaneshwar (Thesis advisor) / Bell, James (Committee member) / Berman, Spring (Committee member) / Christensen, Philip (Committee member) / Whipple, Kelin (Committee member) / Arizona State University (Publisher)
Created2022
Description
In-person field education through exploration is fundamental in geoscience, but equal access is limited by time, cost, safety, distance, physical ability, and instructor variability. Technology advances allow students to explore pedagogically rich but inaccessible places through virtual field trips (VFTs). Studies show that VFTs result in significant learning gains and are an effective learning modality. Most research has focused on instructor-generated VFTs disseminated through a top-down model, whereas technological innovations are making user-generated VFTs more practical. This longitudinal, mixed-methods study decentralized the production of VFTs by teaching students and educators to build their own VFTs for place-based education via the proposed Virtual Field Trip Production Process for Place-Based Education. Students and educators produced seven place-based VFTs reviewed by subject-matter experts that are currently being used as digital learning experiences in high school and college settings. Place-based education (PBE) traditionally occurs in actual places, while VFTs convey an actual place virtually and can share the same learning objectives as their in-person counterparts. Sense of place, the combination of meanings and attachments an individual or group ascribes to a given place, is a measurable learning outcome of PBE with cognitive, affective, and behavioral components. Participants were administered the Positive and Negative Affect Schedule (PANAS), Place Attachment Inventory (PAI), and Young’s Place Meaning Survey (YPMS). Regression analysis showed statistically significant increases in positive affect (PA) and statistically significant decreases in negative affect (NA) as well as statistically significant gains in sense of place and content knowledge. In both geology and PBE, drawing is an important tool for learning, teaching, and assessing. Current VFT software environments do not allow users to digitally draw within the platform. This study examined differences in learning outcomes and final grades between students submitting mechanical versus digital drawings, geologic maps, and concept sketches. Regression analysis of the drawing, geologic map, and concept sketch exercises revealed no statistically significant differences between mechanical and digital drawing modalities in both learning outcomes and final grades. Geoscience educators can confidently allow students to submit digital drawings while software programmers and learning designers should consider adding this capability to their VFT platforms.
ContributorsRuberto, Thomas (Author) / Semken, Steve (Thesis advisor) / Anbar, Ariel (Committee member) / Reynolds, Steve (Committee member) / Johnson, Julia (Committee member) / DeVecchio, Duane (Committee member) / Arizona State University (Publisher)
Created2023