Human Dimensions in Geoscience
Guest editors: Julie Libarkin, Renee Clary, and Suzanne O'Connell
This themed issue focuses on the research that occurs at the interface between geoscience and social science. Political science, education, history, philosophy, communication, information science, diversity studies, and similar fields can help illuminate some of the most vexing issues facing the geosciences. Best practices for communicating climate science, for example, emerge when deep understanding of geoscience intersects graphic design. Similarly, the solutions to the immediate and future need to train more geoscience students may lie in lessons already learned by diversity and access scholars. This special issue provides a venue for researchers investigating human dimensions in geoscience to share research findings with each other and the broader geoscience community.
Contributions appear below in the order they were published.
Factors influencing non-expert term usage during a disaster: An analysis of the 2004 Indian Ocean tsunami
Her et al.
2015, v. 11, p. 1680-1688, https://doi.org/10.1130/GES01170.1
Carbonate rocks and American Civil War infantry tactics
Hippensteel
2016, v. 12, p. 354-365, https://doi.org/10.1130/GES01266.1
Professionally held perceptions about the accessibility of the geosciences
Atchison and Libarkin
2016, v. 12, p. 1154-1165, https://doi.org/10.1130/GES01264.1
Toward an understanding of “teaching in the making”: Explaining instructional decision making by analyzing a geology instructor’s use of metaphors
Dolphin
2016, v. 12, p. 1725-1743, https://doi.org/10.1130/GES01202.1
Assessment of student learning using augmented reality Grand Canyon field trips for mobile smart devices
Bursztyn et al.
2017, v. 13, p. 260-268, https://doi.org/10.1130/GES01404.1
What happens to the boats? The 1755 Lisbon earthquake and Portuguese tsunami literacy
Vasconcelos et al.
2017, v. 13, p. 723-732, https://doi.org/10.1130/GES01205.1
Applications of high-resolution topography in Earth science education
Robinson et al.
2017, v. 13, p. 1887-1900, https://doi.org/10.1130/GES01236.1
Can the history of geology inform geoscience education and public reception of climate change? Lessons from the history of glacial theory
Clary
2018, v. 14, p. 642–650, https://doi.org/10.1130/GES0461.1
Are we there yet? Sense of place and the student experience on roadside and situated geology field trips
Jolley et al.
2018, v. 14, p. 651–667, https://doi.org/10.1130/GES01484.1
Spatial skills in undergraduate students—Influence of gender, motivation, academic training, and childhood play
Gold et al.
2018, v. 14, p. 668–683, https://doi.org/10.1130/GES01494.1
Making geoscience fieldwork inclusive and accessible for students with disabilities
Stokes et al.
2019, v. 15, p. 1809–1825, https://doi.org/10.1130/GES02006.1