Elizabeth B. Lewis

TL;DR: The authors argue that a lack of qualified teachers and low enrollment in the geosciences exist at both secondary and tertiary levels in the United States, and that it is unlikely that students will be able to achieve science education without an increase in both of these populations.

TL;DR: In this article, the authors focus on enriching teachers' geoscience content knowledge, but modern Earth and space science teachers need more than just content knowledge: science methods that embrace authentic inquiry and state-of-the-art technology and visualization resources, an exploration of formative assessment and how to modify instruction to meet students' learning needs, awareness of common mis...

TL;DR: The authors investigate the strategies and assumptions that college students entering an introductory physical geology laboratory use to interpret topographic maps, and follow the progress of the students during the laboratory to analyze changes in those strategies.

TL;DR: The authors report on the context and impact of the Communication in Science Inquiry Project (CISIP) professional development to promote teachers' and students' scientific literacy through the creation of science classroom discourse communities.

TL;DR: In this article, a 2-year investigation into how secondary science teachers used professional development (PD) to build scientific classroom discourse communities (SCDCs) was conducted, where observation data, teacher, student, and school demographic information were used to build a hierarchical linear model.