Collaborative Research: Formative Qualitative Research to Develop and Validate the Nature of Geoscience Conceptions Survey

This project aims to serve the national interest by responding to recent workforce projections indicating that the nation will need thousands of new geoscientists to meet future workforce demands. Geoscience-related careers are increasingly important to addressing challenges facing the nation including more frequent natural hazards and sustainably meeting national energy needs. Attracting and retaining students in geoscience programs is therefore a matter of national importance. However, many students have limited, or inaccurate understandings of what geoscientists do, how geoscientific knowledge is generated, and how geoscience contributes to solving real-world problems. This Track 1 Engaged Student Learning Level II project seeks to better understand the perspectives of geoscience students and professionals about the principles, practices, and ways of knowing that distinguish geoscience from other scientific disciplines. Findings will be used to develop and validate the first comprehensive assessment tools designed specifically to measure understanding of the Nature of Geoscience. These tools will enable educators, researchers, and institutions to evaluate whether students are developing accurate and meaningful conceptions of geoscience and to identify instructional strategies that promote deeper learning and engagement. This work serves the national interest by strengthening the geoscience workforce, improving STEM education, and preparing future geoscientists to address complex environmental and societal challenges. The project will address the projected geosciences workforce shortfall of 135,000 geoscientists due to a lack of graduates and projected retirements. Despite national calls to prepare students to address complex geoscience challenges and recent recommendations to emphasize the Nature of Geoscience (NOGs) in undergraduate education, most existing research is based on instruments and approaches consistent with a domain general view, where all sciences are viewed as essentially the same in terms of the nature of scientific knowledge, the family of methodological approaches used, and other nature of science (NOS) concepts that overlook the distinct knowledge systems, methods, and practices of the geosciences. The domain general view of NOS relies primarily on experimental sciences (e.g. physics), leading to an important gap in the literature related to historical and interpretive sciences like the geosciences. This project will begin to address this limitation in the literature through a robust formative qualitative study to explore how geoscience professionals and students understand the core principles, practices, and epistemologies that define the nature of geoscientific knowledge, generating actionable insights to guide future assessment and instruction. By uncovering professionals and students' conceptions, we intend to provide initial validation of a new NOGs instrument by (a) capturing holistic and diverse perspectives across different academic backgrounds and career stages to provide valuable insights and a more nuanced analysis and comprehension of nature of geoscience views; (b) exploring connections and correlations that may not be apparent when focusing on a single group; (c) and characterizing, refining, and piloting nature of geoscience measurement constructs. This work will inform future research to improve teaching and learning in the geosciences to improve student learning, recruitment, and retention. This will in turn strengthen the geoscience workforce, improve STEM education, and prepare future geoscientists to address complex environmental and societal challenges. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.