Stories in Geology: What We Know and How We Figured It Out
Edition: 3
Copyright: 2019
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Ebook
$86.79
Stories in Geology: What We Know and How We Figured it Out gets students thinking about the process of generating scientific knowledge and gives them the necessary skills to be critical of this knowledge. This text provides the history of how science knowledge came to be. It features short stories, poetry, art, and more as ways to demonstrate how science “fits” into the rest of life.
Now available in a convenient and interactive eBook format, Stories in Geology: What We Know and How We Figured it Out represents an approach to teaching science that is quite different from how this broad category of knowledge has traditionally been taught in the past and how it is still taught today in most places.
Stories in Geology fills two gaps in postsecondary science teaching:
- Giving an accurate description of how science is done – “the process of science”
- The absence of the humanities in science instruction
Preface
Section I: The Earth’s Biography: Learning to Read the Rocks
1 Simple Observations: Discerning the Signs of a History
2 Clues of the Earth’s Past: Giving Fossils Meaning
3 The Human Pedigree: Icons, Extinctions, and Ice Ages
Section II: The Age of the Earth: The Discovery of Deep Time
4 Breaking with Tradition: Empiricism Rises
5 Deposition Rates: The Sands of Time
Section III: Developing a Theory of the Earth: Why Are There Still Mountains?
6 The Mystery of Oceans and Continents: Initial Controversies
7 Some History of Seismology: Putting Finger on the Pulse of the Earth
8 Attractions of the Past: The Importance of Paleomagnetism
Section IV: Putting It All Together: The “What” and the “How” of Science
9 Epistemological Trajectories: Deconstructing Methods, Resolving Controversies
10 Geology Within the Larger Scientific Terrain: Contributions and Questions
Bibliography
Glossary
My name is Glenn Dolphin. I started my formal post-secondary education as a geology major, receiving both my BS and MA in geology. After graduating, I took a job as a geologist for a groundwater consulting firm in New Jersey (talk about job security). After realizing that corporate life was not cut out for me, went back to school to gain my MAT in geology. I taught for half a year in the Elmira school district, Elmira, NY, followed by 13 years teaching earth science in the Union-Endicott school district, Endicott, NY. During this time, I held the position of STANYS (Science Teachers Association of New York State) Director at Large (DAL) for earth science. It was during this time that I became involved in teacher professional development, giving multiple presentations and workshops on the use of models, history of science, and drawing as part of the teaching repertoire.
I became very interested in using the history of science as a vehicle for teaching science content. To pursue this interest, I went back to school, yet again, to get my PhD in science education. The object of this partnership is to help build capacity in KU’s teacher education program. This is where I strengthened my skills as an educational researcher. I accepted the position as Tamaratt Teaching Professor in Geoscience in 2013 and have been teaching and researching student learning since then.
My projects have been using the history and philosophy of geology to teach geology concepts as well as the nature of science. My more recent research has also led me into the field of cognitive linguistics in researching the role that metaphor plays in teaching and learning. Most recently, I have been involved with the development and implementation of virtual outcrop models (VOMs) in undergraduate geology courses.
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