A comparison of self-reported teaching practices focused on student skills in introductory geoscience courses at two-year and four-year institutions: Results from the National Geoscience Faculty Survey-Reference-Cited by-同舟云学术

A comparison of self-reported teaching practices focused on student skills in introductory geoscience courses at two-year and four-year institutions: Results from the National Geoscience Faculty Survey

Published:2020-10-23 Issue:4 Volume:69 Page:326-341
ISSN:1089-9995
Container-title:Journal of Geoscience Education
language:en
Short-container-title:Journal of Geoscience Education

Author:

Gamage Kusali¹^ORCID,McFadden Rory R.²^ORCID,Heather Macdonald R.³^ORCID

Affiliation:

1. Department of Earth and Environmental Sciences, Austin Community College, Round Rock, Texas

2. Department of Geology, Gustavus Adolphus College, St. Peter, Minnesota

3. Department of Geology, William & Mary, Williamsburg, Virginia

Funder

National Science Foundation Division of Undergraduate Education

Publisher

Informa UK Limited

Subject

General Earth and Planetary Sciences,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10899995.2020.1833655

Reference86 articles.

1. American Association of Community Colleges. (2019). 2019 fast facts. https://www.aacc.nche.edu/research-trends/fast-facts/

2. Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?

3. Azevedo, R. & Witherspoon, A. M. (2009). Self-regulated learning with hypermedia. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 319–339). Routledge.

4. A Quantitative Approach to Introductory Geology Courses

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