We are researching how Earth systems models and innovative technologies are transforming the way Earth science is taught and the way students learn. The following articles focus on modeling, uncertainty-infused scientific argumentation practices, and real-time automated feedback.
- Lore, C. (2022). Monday’s lesson: Tephra in the wind. @Concord, 26(1), 7.
- Pallant, A., & Lord, T. (2022). Addressing socioscientific issues while studying natural hazards. @Concord, 26(1), 8–9.
- Lore, C., & Seevers, S. (2022). Using block coding to model gps motion, land deformation, and earthquake risk. The Earth Scientist, 39(1), 11–15.
- McCausland, J., Jackson, J., McDonald, S., Bateman, K., Pallant, A., & Lee, H.-S. (2022). Science teachers' negotiation of professional vision around dilemmas of science teaching in a professional development context. Journal of Science Teacher Education.
- Marcum-Dietrich, N., Stunkard, C., Krauss, Z., Kerlin, S., Staudt, C., Muenz, T., & Kline, D. (2022). Stormy waters: Covid-19 transition to online learning for an environmental education middle school curriculum. Science Educator, 28(2), 97–106.
- Lord, T. (2021). Monday's lesson: When disaster strikes. @Concord, 25(1), 7.
- Pallant, A., & Lee, H.-S. (2021). Everything happens for a reason: Developing causal mechanistic reasoning of plate tectonics. @Concord, 25(1), 8–9.
- Staudt, C., Muenz, T., & Kline, D. (2021). Monday's lesson: Determine stream health. @Concord, 25(2), 7.
- The Concord Consortium (2021). Innovator interview: Chris Lore. @Concord, 25(2), 15.
- Marcum-Dietrich, N., Kerlin, S., Hendrix, A., Sorhagen, N., Staudt, C., & Krauss, Z. (2021). Model my watershed: An investigation into the role of big data, technology, and models in promoting student interest in watershed action. The Journal of Environmental Education, 52(6), 384–397.
- Massicotte, J., Staudt, C., & McIntyre, C. (2021). Weathering the virtual storm: Using computational thinking to make a forecast. Science Scope. 44(5): 18–27.
- Lee, H.-S., Gweon, G.-H., Lord, T., Paessel, N., Pallant, A., & Pryputniewicz, S. (in press). Machine learning-enabled automated feedback: Supporting students' revision of scientific arguments based on data drawn from simulation. Journal of Science Education and Technology.
- Pallant, A., McDonald, S., & Lee, H.-S. (2020). Shifting plates, shifting minds: Plate tectonics models designed for classrooms. The Earth Scientist, 36(1), 40-46.
- Staudt, C., and, D. K., & Massicotte, J. (2020). Monday's lesson: Finding your watershed. @Concord, 24(2), 7.
- Epler-Ruths, C. M., McDonald, S., Pallant, A., & Lee, H.-S. (2020). Focus on the notice: Evidence of spatial skills' effect on middle school learning from a computer simulation. Cognitive Research. 5, 61.
- Staudt, C., Raymond, T. G., & Covitt, B. (2020). Teaching computational thinking through weather prediction in alaskan villages. @Concord, 24(1), 4–6.
- Harmon, S., & Pryputniewicz, S. (2020). Can we feed a growing population? using simulations to engage students. @Concord, 23(3), 12-13.
- McDonald, S., Wray, K., McCausland, J., Bateman, K., Pallant, A., & Lee, H.-S. (2020). Taking up the mantle of knowing: Supporting student engagement in progressive scientific discourse in geoscience. In M. Gresalfi and I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Vol. 1 (pp. 565-568). Nashville, TN: International Society of the Learning Sciences.
- Pallant, A. (2020). Perspective: Transforming earth science education with technology. @Concord, 23(3), 2-3.
- Lord, T. (2020). Seismic shifts in supporting teachers in earth science classrooms. @Concord, 23(3), 6-7.
- McDonald, S. (2020). Doing geosciences the way scientists do. @Concord, 23(3), 4-5.
- Paessel, N. (2020). Visualizing geohazards and risk with code. @Concord, 23(3), 10-11.
- Lore, C. (2020). Exploring the spread of wildfires and interpreting their risks. @Concord, 23(3), 8-9.
- Lee, H.-S. (2020). Making uncertainty accessible to science students. @Concord, 23(3), 14-15.
- Staudt, C., Moher, T., & Massicotte, J. (2019). A virtual storm teaches computational thinking. @Concord, 23(1), 12-13.
- Pallant, A., Lee, H.-S., & Pryputniewicz, S. (2019). How to support secondary school students’ consideration of uncertainty in scientific argument writing: A case study of a high-adventure science curriculum module. Journal of Geoscience Education, 68(1), 8–19.
- Pei, B., Xing, W., & Lee, H. (2019). Analyzing student-augmented visual artifacts through digital image processing in the context of scientific argumentation. British Journal of Educational Technology, 50(6), 3391–3404.
- Lee, H., Pallant, A., Pryputniewicz, S., Lord, T., Mulholl, M., & Liu, O. L. (2019). Automated text scoring and real-time adjustable feedback: Supporting revision of scientific arguments involving uncertainty. Science Education, 103(3), 590–622.
- Harmon, S., Pallant, A., & Pryputniewicz, S. (2019). Using scientific argumentation to understand human impact on the earth. The Science Teacher, 86(6), 28–36.
- Dietrich, N., Kerlin, S., & Staudt, C. (2018). Developing watershed stewards. @Concord, 22(1), 10-11.
- Staudt, C., Lee, H.-S., & Roderick, S. (2018). Solving big problems requires understanding complex systems. @Concord, 22(2), 12-13.
- Kilpatrick, J., Marcum-Dietrich, N., Wallace, J., & Staudt, C. (2018). Engineering a model of the earth as a water filter. Science and Children.
- Mutch-Jones, K., Gasca, S., Pallant, A., & Lee, H.-S. (2018). Teaching with interactive computer-based simulation models: Instructional dilemmas and opportunities in the high-adventure science project. School Science and Mathematics, 118(5), 190–200.
- Marcum-Dietrich, N., Kerlin, S., Staudt, C., & Daniels, M. (2018). Our watershed: Students use data and models to make a difference in their own school yard. The Science Teacher.
- Mao, L., Liu, O. L., Roohr, K., Belur, V., Mulholland, M., Lee, H.-S., & Pallant, A. (2018). Validation of automated scoring for formative assessment of students’ scientific argumentation in climate change. Educational Assessment, 23(2), 121–138.
- Harmon, S. (2017). Developing a scientific argument: Putting the practice into practice. Kentucky Science Assessment System Newsletter.
- Pallant, A. (2017). Modeling plate tectonics for learning. @Concord, 21(1), 10-11.
- Zhu, M., Lee, H.-S., Wang, T., Liu, O. L., Belur, V., & Pallant, A. (2017). Investigating the impact of automated feedback on students’ scientific argumentation. International Journal of Science Education, 39(12), 1648–1668.
- Pallant, A., Pryputniewicz, S., & Lee, H.-S. (2017). The future of energy. The Science Teacher, 84(3), 61–68.
- Pallant, A., & Lee, H.-S. (2017). Teaching sustainability through systems dynamics: Exploring stocks and flows embedded in dynamic computer models of an agricultural system. Journal of Geoscience Education, 65(2), 146–147.
- Staudt, C., & Daniels, M. (2016). Monday’s lesson: Can you filter your water?. @Concord, 20(1), 7.
- Pallant, A., & Lee, H.-S. (2015). Constructing scientific arguments using evidence from dynamic computational climate models. Journal of Science Education and Technology, 24(2), 378–395.
- Lee, H.-S., Liu, O. L., Pallant, A., Roohr, K. C., Pryputniewicz, S., & Buck, Z. E. (2014). Assessment of uncertainty-infused scientific argumentation. The Journal of Research in Science Teaching, 51(5), 581–605.
- Lee, H.-S., & Flores, J. (2014). I'm sure there may be a planet: Student articulation of uncertainty in argumentation tasks. International Journal of Science Education, 36(4), 2391–2420.
- Pallant, A. (2013). Encouraging students to think critically about earth’s systems and sustainability. The Earth Scientist, 29(4), 13–17.
- Pallant, A. (2013). The future of fracking: Exploring human energy use. @Concord, 17(1), 10-11.
- Pallant, A. (2013). No simple answers—how models and data reveal the science behind environmental topics. The MEES Observer.
- Pallant, A., Damelin, D., & Pryputniewicz, S. (2013). Deep space detectives. The Science Teacher, 80(2), 55–60.
- Pallant, A., Lee, H.-S., & Pryputniewicz, S. (2012). Modeling earth's climate. The Science Teacher, 79(7), 39–42.
- Pallant, A., Pryputniewicz, S., & Lee, H.-S. (2012). Exploring the unknown: Fostering critical thinking in earth and space science. The Science Teacher, 79(3), 60–65.
- Pallant, A. (2011). Looking at the evidence: What we know. how certain are we?. @Concord, 15(1), 4-6.
- Pallant, A. (2010). Modeling the unknown is high adventure science. @Concord, 14(1), 6-7.
- Gobert, J. D., Pallant, A. R., & Daniels, J. T. M. (2010). Unpacking inquiry skills from content knowledge in geoscience. International Journal of Learning Technologies, 5(3), 310–334.