Works matching IS 10899995 AND DT 2024 AND VI 72 AND IP 4
Results: 16
Seismic shift: Lessons learned and online resources created during the COVID-19 pandemic.
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- Journal of Geoscience Education, 2024, v. 72, n. 4, p. 271, doi. 10.1080/10899995.2024.2405411
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Using artificial intelligence teaching assistants to guide students in solar energy engineering design.
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- Journal of Geoscience Education, 2024, v. 72, n. 4, p. 347, doi. 10.1080/10899995.2024.2384340
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Patterns in student self-reported situational interest in online introductory geoscience labs during COVID.
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- Journal of Geoscience Education, 2024, v. 72, n. 4, p. 329, doi. 10.1080/10899995.2024.2359318
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How college geoscience instructors report finding and implementing virtual field experiences for their courses.
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- Journal of Geoscience Education, 2024, v. 72, n. 4, p. 450, doi. 10.1080/10899995.2024.2334179
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Expressions of geographic literacy in the context of the COVID-19 pandemic: the role of geographic education among adults.
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- Journal of Geoscience Education, 2024, v. 72, n. 4, p. 472, doi. 10.1080/10899995.2023.2289092
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Experiences in maintaining high school students' motivation in a summer research program in virtual environments during the COVID-19 pandemic.
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- Journal of Geoscience Education, 2024, v. 72, n. 4, p. 463, doi. 10.1080/10899995.2023.2272582
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Environmental education in distance learning: using Virtual Worlds to link geosciences and sustainability.
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- Journal of Geoscience Education, 2024, v. 72, n. 4, p. 393, doi. 10.1080/10899995.2023.2266863
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COVID-19's meso-scale impacts: exploring the perspectives of geoscience department chairs in California.
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- Journal of Geoscience Education, 2024, v. 72, n. 4, p. 273, doi. 10.1080/10899995.2023.2266089
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Combining flipped class sessions with traditional lectures in a non-computational upper level economic geology class.
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- Journal of Geoscience Education, 2024, v. 72, n. 4, p. 408, doi. 10.1080/10899995.2023.2261830
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Common-sense teaching for the 2020s: Ungrading in response to covid-19 and beyond.
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- Journal of Geoscience Education, 2024, v. 72, n. 4, p. 422, doi. 10.1080/10899995.2023.2259784
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Assessing motivations, benefits, and barriers of implementing virtual field experiences in geoscience-related disciplines.
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- Journal of Geoscience Education, 2024, v. 72, n. 4, p. 438, doi. 10.1080/10899995.2023.2258760
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The importance of active-learning, student support, and peer teaching networks: A case study from the world's longest COVID-19 lockdown in Melbourne, Australia.
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- Journal of Geoscience Education, 2024, v. 72, n. 4, p. 303, doi. 10.1080/10899995.2023.2242071
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Development of a virtual microscope with integrated feedback for blended geology labs.
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- Journal of Geoscience Education, 2024, v. 72, n. 4, p. 367, doi. 10.1080/10899995.2023.2202285
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Asynchronous student engagement in analysis of climate data achieves learning objectives related to climate change understanding, statistical competence, and climate anxiety.
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- Journal of Geoscience Education, 2024, v. 72, n. 4, p. 382, doi. 10.1080/10899995.2023.2193810
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Building science knowledge, identity, and interest using place-based learning with non-dominant urban undergraduate and high school students.
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- Journal of Geoscience Education, 2024, v. 72, n. 4, p. 318, doi. 10.1080/10899995.2023.2186762
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The impact of online teaching on Geology degree programs during COVID-19: A case study from the University of Barcelona (Spain).
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- Journal of Geoscience Education, 2024, v. 72, n. 4, p. 288, doi. 10.1080/10899995.2023.2165858
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