Geoscience Education Research: Community Synthesis and Planning Project

地球科学教育研究（GER）社区综合与规划项目将推动迄今为止GER综合的制作，并通过社区投入优先考虑未来地球科学教育研究需求。它响应了地球科学教育研究界最近的行动呼吁，并建立在2012年国家研究委员会对基于学科的教育研究的分析中确定的结果和需求的基础上，以及最近美国国家科学基金会资助的项目（#1513519塑造地球科学的未来）。该项目将广泛影响地球科学教育界，包括2年制和4年制学院和研究型大学的地球科学教育学者，以及认知科学家和地球科学教育从业者。项目活动将包括将GER主要同行评议期刊《地球科学教育期刊》的往刊数字化；这种数字化将为当前的地球科学教育研究人员、实践者、其他STEM学科的教育研究人员以及对地球科学教育研究和课程与教学奖学金感兴趣的国际学者增加获取宝贵资源的机会。此外，该项目将通过广泛传播的在线调查和夏季研讨会，寻求和汇编GER社区的意见，讨论支持当前和未来地球科学教育研究人员最需要的东西。一个在线的GER方法“工具箱”也将被开发，以开始解决那些新的GER的需求。总的来说，这些努力将导致GER的综合和GER社区需求的优先顺序，并将通过提供讨论论坛和资源供他们使用来支持当前和未来的地球科学教育研究人员。这种综合可以用来帮助确定GER下一步的优先顺序，改进研究方法和促进合作，并最终改善地球科学的教学。将JGE中过去几十年的纯印刷文章数字化，将增加对基础GER研究的访问，并扩大纳入GER文献综述的研究时间框架和数量，以供《地球科学教育杂志》主题刊《综合结果和定义GER的未来方向》使用。在线调查预计将覆盖美国的大多数GER研究人员，这将确保广泛的社区投入，以制定优先需求列表，以支持当前和未来的地球科学教育研究人员。2016年地球教育者会议的研讨会将汇集40位地球科学教育研究人员，讨论调查结果和GER发现，并就未来的研究项目和合作分享想法。通过设计一个在线的GER工具箱，该项目将开发一个资源，开始解决GER社区的需求。通过收集主题论文、广泛传播的地学教育研究人员和实践者调查的结果，以及2015年和2016年EER GER研讨会的结果，该项目将能够确定GER的重要成果、关键研究差距和GER实践社区的关键需求。

The Geoscience Education Research (GER) Community Synthesis and Planning Project will advance the production of a synthesis of GER to date and prioritize future geoscience education research needs via community input. It responds to recent calls for action in the geoscience education research community, and builds on outcomes and needs identified in the 2012 National Research Council analysis of discipline-based education research, and on a recent NSF-funded project (#1513519 Shaping the Future of GER). The project will impact a wide cross section of the geoscience education community, including geoscience education scholars at 2-year and 4-year colleges and research universities, as well as cognitive scientists and geoscience education practitioners. Project activities will include digitization of past issues of the primary peer-reviewed GER journal, the Journal of Geoscience Education; this digitization will increase access to a valuable resource for current geoscience education researchers, as well as practitioners, education researchers in other STEM disciplines, and international scholars who are interested in geoscience education research and curriculum and instruction scholarship. In addition, the project will seek and compile input from the GER community via a broadly disseminated online survey and a summer workshop on what is most needed to support current and future geoscience education researchers. An online GER methods "toolbox" will also be developed to begin addressing needs of those new to GER. Collectively, these efforts will result in a synthesis of GER and a prioritization of the needs of the GER community, and will support current and future geoscience education researchers by offering forums for discussion and resources for their use. This synthesis can be used to help prioritize the next steps in GER, to improve research approaches and foster collaborations, and ultimately to improve teaching and learning in the geosciences.Digitizing decades of past print-only articles in JGE will increase access to foundational GER studies, and expand the timeframe and number of studies for inclusion in GER literature reviews for a Journal of Geoscience Education theme issue on Synthesizing Results and Defining Future Directions of GER. The online survey is expected to reach most of GER researchers in the US, which will ensure broad community input in developing a prioritized list of needs to support current and future geoscience education researchers. The workshop at the 2016 Earth Educators' Rendezvous will bring 40 geoscience education researchers together to discuss survey results and GER findings, and share ideas for future research projects and collaborations. By designing an online GER toolbox, the project will develop a resource that will begin to address a GER community need. By drawing from findings in the collections of theme issue papers, from results of the broadly disseminated survey of geoscience education researchers and practitioners, and from the 2015 and 2016 EER GER workshops, the project will be able to identify important outcomes from GER, key research gaps, and critical needs of the GER community of practice.