Implementing an Electronic Peer-reviewed Journal of Earth System Science Education Resources (JESSE): A Pathfinder for SMETE Resource Peer Review

该项目继续开发新的《地球系统科学教育在线期刊》(JESSE)，该期刊的计划是在之前的规划拨款(9907764号奖项)的支持下制定的。新的电子期刊强调同行评审过程的研究和实验，因为它通过电子出版物为地球系统和全球变化教育涉及的广泛定义的地球科学和相关学科建立了一个有序的审查资源集合。地球系统和全球变化科学的跨学科丰富为在推进科学、数学、工程和技术教育(SMTE)中利用同行评审过程进行研究和实验提供了不同寻常的机会。Jesse专注于学习资源和元数据，其中科学内容与可视化相结合，在广泛的学科和跨学科教育努力中丰富了学习。最初的重点是创建、实施、测试和评估同行审查过程，包括提交本科教育资源的匿名和开放审查部分。这项研究和实验旨在优化数字图书馆馆藏建设过程中审查过程的效率和提供的服务质量。在提供匿名和开放审查的过程中，杰西正在试验这一过程。在主要编辑的指导下，匿名部分是为了确保通过公开审查得出的过程和判决的可信度。在公开审查过程中，编辑和审稿人直接与资源的作者合作，为课堂和其他教育工作提出修改建议和编写内容丰富的评论，同时就出版资源的可接受性达成共同协议。杰西的审查标准包括地球系统教育数字图书馆(DLESE)推荐的标准。审查标准也是一个研究主题，因为它们适用于不同学科和不同类型的资源。不同类型的资源包括课程、教学大纲和讲座、实验室练习、互动模型、专题模块、虚拟实地考察、带注释的图像数据库以及电子文本和专著。其他类型包括笔记、通信和用户体验，以供审阅和在期刊的同行评论部分发表。杰西还打算发表关于地球系统教育中涉及的学习过程的文章和评论论文。杰西审查和出版的所有材料的版权仍然属于作者，而同行审查过程本身和出版物确保作者得到国家认可。作为审查过程研究和试验的一部分，该杂志旨在激发教育工作者的创造力，开发高质量的电子资源，描述地球系统的状态和潜在过程。最终，经过同行评审的收集资料将提供地球系统和全球变化科学的整体视角。

This project continues the development of a new online Journal of Earth System Science Education (JESSE), plans for which were laid with the support of a previous planning grant (Award No. 9907764).The new e-journal is emphasizing research and experimentation with the peer review process as it establishes, through electronic publication, an orderly collection of reviewed resource materials for the broadly defined geoscience and related disciplines involved in Earth system and global change education.The interdisciplinary richness of Earth system and global change science provides unusual opportunities for research and experimentation with the peer review process in advancing science, mathematics, engineering, and technology education (SMETE). JESSE is focusing on learning resources and metadata where scientific content combined with visualization enriches learning across a broad range of disciplinary and interdisciplinary educational efforts. The initial emphasis is on creating, implementing, testing, and evaluating a peer review process embracing anonymous and open review components for the submission of educational resources at the undergraduate level. This research and experimentation aims to optimize the efficiency of the review process and the quality of the offerings as the digital library's collections are built.In providing for both anonymous and open reviews, JESSE is experimenting with the process. Guided by Principal Editors, the anonymous component is to ensure credibility of the process and judgments reached through the open review. Within the open review process, both editors and reviewers work directly with the authors of resources to suggest changes and develop informative commentary for classroom and other educational endeavors, while reaching common agreement on the acceptability of a resource for publication. JESSE's review criteria include those recommended by the Digital Library for Earth System Education (DLESE). Review criteria also constitute a topic of research as they are applied and adapted for resources from different disciplines and of different types. Different types of resources include courses, syllabi and lectures, laboratory exercises, interactive models, topical modules, virtual field trips, annotated image databases, and electronic texts and monographs. Other types include notes, correspondence, and user experiences for review and publication within a peer commentary section of the journal. JESSE also intends to publish articles and review papers concerning the learning process involved in Earth system education. Copyright of all materials reviewed and published by JESSE remains with the author, while the peer review process itself and publication ensure national recognition for the author.As part of its research and experimentation with the review process, the journal aims to stimulate the creativity of educators in the development of quality electronic resources that describe both the state and underlying processes governing the Earth system. Ultimately, the peer-reviewed collection will provide a holistic perspective of Earth system and global change science.