Rocks Really Rock: Generating positive impacts in middle and high school students&rsquo; attitudes toward geology via Web Google-Earth electronic field trips

Ortiz-Guerrero, Carolina; Loizzo, Jamie

doi:https://doi.org/10.5194/egusphere-2023-1484

Preprints

https://doi.org/10.5194/egusphere-2023-1484

Preprints

21 Sep 2023

| 21 Sep 2023

Rocks Really Rock: Generating positive impacts in middle and high school students’ attitudes toward geology via Web Google-Earth electronic field trips

Carolina Ortiz-Guerrero and Jamie Loizzo

Abstract. Earth Sciences (ES) are relevant to society and its relationship to the Earth system. However, ES education, in K-12 environments in the United States, face several challenges including limited exposure to ES, lack of awareness of ES careers, and low ES literacy. International associations have recognized these challenges and recommended that Earth scientists improve the public’s perception of the relevance of ES. In recent years, informal science communication/outreach platforms such as the “Streaming Science” model of electronic field trips (EFT), which connect K-12 classrooms with STEM professionals, have gained popularity as an educational technology tool. EFTs are inexpensive, have spatiotemporal benefits, and have proven an effective informal science education pathway for introducing STEM content into formal classrooms to increase positive attitudes and interest in STEM careers. Nevertheless, EFTs in ES for K-12 environments have not been widely disseminated, and their impact in ES education has yet to be studied.

This study presents the creation and implementation of an EFT in geology called “Rocks Really Rock: An Electronic Field Trip across Geological Time.” The program was implemented in seven schools in Spring 2022. The EFT was built in web Google Earth and had six stops that featured pre-recorded videos recorded in different locations in Idaho-U.S. The lead presenter/author used multimedia and science-communication strategies such as storytelling to develop and teach concepts related to geologic time, rock formation, and landscape-forming geological process. The content aligned with four specific topics listed in the National Science Foundation’s Earth Sciences Literacy Principles and intersected with the Next Generation Science Standards for middle school classrooms.

Participating students (n = 120) completed a post-assessment after the program implementation to evaluate its impact. Results showed the EFT positively impacted students’ attitudes toward geology, geology careers, and their perceptions of geology literacy. We identified the three main factors that determined positive attitude change of K-12 students toward ES were: 1) the use of videos and Web Google Earth platform for creating outreach materials for K-12 students, 2) the use of storytelling to craft the content of the EFT, and 3) the asynchronous interactions between teacher-student-scientist. The results indicated a statistically significant positive change in attitudes toward geology, suggesting that participating in the EFT increased students' positive attitudes toward ES. These findings demonstrate the potential of expanding EFT to other ES fields and reaching middle/high school students. We suggest that EFTs are effective outreach tools that can address the challenges in ES education and can be extended to other ES areas and distributed to students in middle/high schools and homeschools, to support science educators in ES education.

Received: 01 Jul 2023 – Discussion started: 21 Sep 2023

Publisher's note: Copernicus Publications remains neutral with regard to jurisdictional claims made in the text, published maps, institutional affiliations, or any other geographical representation in this preprint. The responsibility to include appropriate place names lies with the authors.

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The requested preprint has a corresponding peer-reviewed final revised paper. You are encouraged to refer to the final revised version.

Journal article(s) based on this preprint

02 May 2024

Rocks Really Rock: electronic field trips via Web Google Earth can generate positive impacts in attitudes toward Earth sciences in middle- and high-school students

Carolina Ortiz-Guerrero and Jamie Loizzo

Geosci. Commun., 7, 101–119, https://doi.org/10.5194/gc-7-101-2024,https://doi.org/10.5194/gc-7-101-2024, 2024

Short summary

Carolina Ortiz-Guerrero and Jamie Loizzo

Interactive discussion

Status: closed

RC1:
'Comment on egusphere-2023-1484', Edward McGowan, 05 Oct 2023
Dear authors, I would first like to start off by saying I enjoyed reading this paper and well done on writing the submission. As a geologist interested in education and scicomm, I am well aware of the situation regarding the decline in student uptake in the subject. Like yourselves, I thoroughly agree the answer lies within promoting the science to younger audiences.

Regarding your submission, I have a few questions/suggestions to improve the quality of the manuscript.

Have you read Rogers et al., 2023? – “you just look at rocks, and have beards” Perception of geology from the UK: a qualitative analysis from an online survey.

As the title suggests, the preprint provides an insight into the perception of geology from prospective students in the UK.

Expanding on the previous comment, you do briefly highlight international associations are aware of the problem ES is facing, but then spend the rest of the manuscript discussing things from a US perspective. This is indeed an international problem – I recently heard Australia has a major recruitment deficit in the mining industry. You should continue to mention the problem is an international one throughout the manuscript, particularly in the conclusion, and how your research can have a global reach beyond US K-12 students.

Could you please provide age-ranges for the students who took part in the study so international audiences are able to understand what stage of education K-5 to 12 relates to in their education system. This only has to be mentioned once in the introduction, then you can continue to use K-12 as you do.

The following comments are related to typos/minor comments.

Line 101 – delete one bracket ‘(‘ at “learning ((Fitzakerley…”
Line 113 – Perhaps provide some examples of outreach methods used in ES. Then you can say you have opted to focus on using EFTs.
Line 119 – Is ‘1F1F’ meant to be here? If so, please could you expand on what it means.
Line 193 – lowercase g for ‘Geology careers’
Line 204 – Typeset heading to be a subtitle.
Line 208 – Is ‘1’ at the end of the sentence a typo?
Lines 212-220 – Some of these limitations are not readdressed in Section 5.3. It would be beneficial to address some of them in Section 5.3, such as audience fatigue using only one presenter.
Lines 259 – sentence states it is talking about attitudes toward geology careers, not geology literacy. It is therefore a direct repetition of Line 248.
Line 263 – delete bracket ‘)’ at “the showed the greatest) change”

I hope this feedback is useful and I wish you all the best moving forward with this project.
Citation: https://doi.org/10.5194/egusphere-2023-1484-RC1
- AC1: 'Reply on RC1', CAROLINA ORTIZ-GUERRERO, 31 Dec 2023
  
  Answers Reviewer #1
  Dear authors, I would first like to start off by saying I enjoyed reading this paper and well done on writing the submission. As a geologist interested in education and scicomm, I am well aware of the situation regarding the decline in student uptake in the subject. Like yourselves, I thoroughly agree the answer lies within promoting the science to younger audiences.
  Dear reviewer #1. Thank you for this comment, we are very grateful for your review and interest in these topics. We have received your feedback and have implemented the suggested changes.
  Regarding your submission, I have a few questions/suggestions to improve the quality of the manuscript.
  Have you read Rogers et al., 2023? – “you just look at rocks, and have beards” Perception of geology from the UK: a qualitative analysis from an online survey.
  We were not aware of this publication, but we found its findings insightful and pertinent, and therefore we have added it to our references, and included these authors work through all our manuscript.
  Lines [108, 472, 509]
  As the title suggests, the preprint provides an insight into the perception of geology from prospective students in the UK.
  Expanding on the previous comment, you do briefly highlight international associations are aware of the problem ES is facing, but then spend the rest of the manuscript discussing things from a US perspective. This is indeed an international problem – I recently heard Australia has a major recruitment deficit in the mining industry. You should continue to mention the problem is an international one throughout the manuscript, particularly in the conclusion, and how your research can have a global reach beyond US K-12 students.
  Thanks for this suggestion, and for pointing out the Australian case. We have acknowledged further the discussion the international- nature of this subject, and included extra citations for this.
  Lines [96:99, 103:109, 592:598]
  Could you please provide age-ranges for the students who took part in the study so international audiences are able to understand what stage of education K-5 to 12 relates to in their education system? This only has to be mentioned once in the introduction, then you can continue to use K-12 as you do.
  Thank for this suggestion, we have added the explanation of K-12, and the age-range this covers in the introductory paragraph.
  The following comments are related to typos/minor comments.
  Line 101 – delete one bracket ‘(‘ at “learning ((Fitzakerley…”
  Done
  Line 113 – Perhaps provide some examples of outreach methods used in ES. Then you can say you have opted to focus on using EFTs.
  Thank you for this recommendation. We have expanded the last paragraph of section 2.1 to refer to some examples of the diverse avenues and formats of science outreach.
  Lines [155:162]
  Line 119 – Is ‘1F1F’ meant to be here? If so, please could you expand on what it means.
  No, thank you. We have deleted this
  Line 193 – lowercase g for ‘Geology careers’
  done
  Line 204 – Typeset heading to be a subtitle.
  Done
  Line 208 – Is ‘1’ at the end of the sentence a typo?
  Yes
  Lines 212-220 – Some of these limitations are not readdressed in Section 5.3. It would be beneficial to address some of them in Section 5.3, such as audience fatigue using only one presenter.
  Thank you for this great recommendation. We consider this pertinent, and have added a commentary about this in our recommendations section (Section 5.3)
  Lines 259 – sentence states it is talking about attitudes toward geology careers, not geology literacy. It is therefore a direct repetition of Line 248.
  Thank you for spotting this. We have corrected the wording accordingly.
  Line 263 – delete bracket ‘)’ at “the showed the greatest) change”
  Thank you for spotting this. We have corrected the wording accordingly.
  I hope this feedback is useful and I wish you all the best moving forward with this project.
  Thank you
  ----
  
  Citation: https://doi.org/10.5194/egusphere-2023-1484-AC1
RC2:
'Comment on egusphere-2023-1484', Janine Krippner, 20 Oct 2023

Dear Carolina and Jamie,

Great work with this manuscript and all of your work done to not only use this new method of reaching students, but also on getting your experience into this format alongside the student surveys so that others can follow in your footsteps.

I have a few queries and suggestions that I hope will add to the clarity of your work.

Do you have any indication of how many additional students, teachers, or classrooms have engaged with your ETF outside of this study? I hadn't heard of the Streaming Science platform before, it would be nice to have a short introduction that explains their reach, like how many users participate through this platform?

I am not based in the USA, is this platform available globally? I see Edward has also suggested providing age ranges for K-12 for an international audience as this is relevant outside of the USA.

Did the teachers who took part have any recommendations or feedback on what they saw really worked? It would be interesting seeing their perspective if that was communicated.

It would be great to have a short example of how you incorporated storytelling with the content. As a science communicator I understand how important storytelling is for engaging people with our work, to have an example of how this can be done with these topics might help the readers of your manuscript to envision how they could go about creating their own content.

Thank you for your work in this area, it's good to see novel ideas on how we can engage students appearing in geoscience literature. I look forward to seeing the finished product.

Citation: https://doi.org/10.5194/egusphere-2023-1484-RC2
- AC2: 'Reply on RC2', CAROLINA ORTIZ-GUERRERO, 31 Dec 2023
  
  Answers Reviewer #2
  Dear Carolina and Jamie,
  Great work with this manuscript and all of your work done to not only use this new method of reaching students, but also on getting your experience into this format alongside the student surveys so that others can follow in your footsteps.
  Dear Reviewer #2. Thank you for this comment. We are very grateful for your feedback.
  I have a few queries and suggestions that I hope will add to the clarity of your work.
  Do you have any indication of how many additional students, teachers, or classrooms have engaged with your ETF outside of this study? I hadn't heard of the Streaming Science platform before, it would be nice to have a short introduction that explains their reach, like how many users participate through this platform?
  I am not based in the USA, is this platform available globally? I see Edward has also suggested providing age ranges for K-12 for an international audience as this is relevant outside of the USA.
  Yes, the platform is globally available. We have added that clarification
  Line [182]
  Thank you. We have provided the age significance of K-12 and age range for the international audience in the introductory paragraph.
  Did the teachers who took part have any recommendations or feedback on what they saw really worked? It would be interesting seeing their perspective if that was communicated.
  Yes, the 6 surveyed teachers answered a short survey and left feedback to us. We have added this information in Table#7 and Table#8 and discussed this throughout the text.
  It would be great to have a short example of how you incorporated storytelling with the content. As a science communicator I understand how important storytelling is for engaging people with our work, to have an example of how this can be done with these topics might help the readers of your manuscript to envision how they could go about creating their own content.
  Thank you for this suggestion. We have added to the section 3.1 “EFT context and content development”, a section explaining how storytelling was used for scripting the content of the EFT videos. In addition, we have also modified section 5.1.3 to make reference to the added content.
  Thank you for your work in this area, it's good to see novel ideas on how we can engage students appearing in geoscience literature. I look forward to seeing the finished product.
  Thanks so much for your feedback. We are very thankful for your thoughtful suggestions.
  
  Citation: https://doi.org/10.5194/egusphere-2023-1484-AC2

Interactive discussion

Status: closed

RC1:
'Comment on egusphere-2023-1484', Edward McGowan, 05 Oct 2023
Dear authors, I would first like to start off by saying I enjoyed reading this paper and well done on writing the submission. As a geologist interested in education and scicomm, I am well aware of the situation regarding the decline in student uptake in the subject. Like yourselves, I thoroughly agree the answer lies within promoting the science to younger audiences.

Regarding your submission, I have a few questions/suggestions to improve the quality of the manuscript.

Have you read Rogers et al., 2023? – “you just look at rocks, and have beards” Perception of geology from the UK: a qualitative analysis from an online survey.

As the title suggests, the preprint provides an insight into the perception of geology from prospective students in the UK.

Expanding on the previous comment, you do briefly highlight international associations are aware of the problem ES is facing, but then spend the rest of the manuscript discussing things from a US perspective. This is indeed an international problem – I recently heard Australia has a major recruitment deficit in the mining industry. You should continue to mention the problem is an international one throughout the manuscript, particularly in the conclusion, and how your research can have a global reach beyond US K-12 students.

Could you please provide age-ranges for the students who took part in the study so international audiences are able to understand what stage of education K-5 to 12 relates to in their education system. This only has to be mentioned once in the introduction, then you can continue to use K-12 as you do.

The following comments are related to typos/minor comments.

Line 101 – delete one bracket ‘(‘ at “learning ((Fitzakerley…”
Line 113 – Perhaps provide some examples of outreach methods used in ES. Then you can say you have opted to focus on using EFTs.
Line 119 – Is ‘1F1F’ meant to be here? If so, please could you expand on what it means.
Line 193 – lowercase g for ‘Geology careers’
Line 204 – Typeset heading to be a subtitle.
Line 208 – Is ‘1’ at the end of the sentence a typo?
Lines 212-220 – Some of these limitations are not readdressed in Section 5.3. It would be beneficial to address some of them in Section 5.3, such as audience fatigue using only one presenter.
Lines 259 – sentence states it is talking about attitudes toward geology careers, not geology literacy. It is therefore a direct repetition of Line 248.
Line 263 – delete bracket ‘)’ at “the showed the greatest) change”

I hope this feedback is useful and I wish you all the best moving forward with this project.
Citation: https://doi.org/10.5194/egusphere-2023-1484-RC1
- AC1: 'Reply on RC1', CAROLINA ORTIZ-GUERRERO, 31 Dec 2023
  
  Answers Reviewer #1
  Dear authors, I would first like to start off by saying I enjoyed reading this paper and well done on writing the submission. As a geologist interested in education and scicomm, I am well aware of the situation regarding the decline in student uptake in the subject. Like yourselves, I thoroughly agree the answer lies within promoting the science to younger audiences.
  Dear reviewer #1. Thank you for this comment, we are very grateful for your review and interest in these topics. We have received your feedback and have implemented the suggested changes.
  Regarding your submission, I have a few questions/suggestions to improve the quality of the manuscript.
  Have you read Rogers et al., 2023? – “you just look at rocks, and have beards” Perception of geology from the UK: a qualitative analysis from an online survey.
  We were not aware of this publication, but we found its findings insightful and pertinent, and therefore we have added it to our references, and included these authors work through all our manuscript.
  Lines [108, 472, 509]
  As the title suggests, the preprint provides an insight into the perception of geology from prospective students in the UK.
  Expanding on the previous comment, you do briefly highlight international associations are aware of the problem ES is facing, but then spend the rest of the manuscript discussing things from a US perspective. This is indeed an international problem – I recently heard Australia has a major recruitment deficit in the mining industry. You should continue to mention the problem is an international one throughout the manuscript, particularly in the conclusion, and how your research can have a global reach beyond US K-12 students.
  Thanks for this suggestion, and for pointing out the Australian case. We have acknowledged further the discussion the international- nature of this subject, and included extra citations for this.
  Lines [96:99, 103:109, 592:598]
  Could you please provide age-ranges for the students who took part in the study so international audiences are able to understand what stage of education K-5 to 12 relates to in their education system? This only has to be mentioned once in the introduction, then you can continue to use K-12 as you do.
  Thank for this suggestion, we have added the explanation of K-12, and the age-range this covers in the introductory paragraph.
  The following comments are related to typos/minor comments.
  Line 101 – delete one bracket ‘(‘ at “learning ((Fitzakerley…”
  Done
  Line 113 – Perhaps provide some examples of outreach methods used in ES. Then you can say you have opted to focus on using EFTs.
  Thank you for this recommendation. We have expanded the last paragraph of section 2.1 to refer to some examples of the diverse avenues and formats of science outreach.
  Lines [155:162]
  Line 119 – Is ‘1F1F’ meant to be here? If so, please could you expand on what it means.
  No, thank you. We have deleted this
  Line 193 – lowercase g for ‘Geology careers’
  done
  Line 204 – Typeset heading to be a subtitle.
  Done
  Line 208 – Is ‘1’ at the end of the sentence a typo?
  Yes
  Lines 212-220 – Some of these limitations are not readdressed in Section 5.3. It would be beneficial to address some of them in Section 5.3, such as audience fatigue using only one presenter.
  Thank you for this great recommendation. We consider this pertinent, and have added a commentary about this in our recommendations section (Section 5.3)
  Lines 259 – sentence states it is talking about attitudes toward geology careers, not geology literacy. It is therefore a direct repetition of Line 248.
  Thank you for spotting this. We have corrected the wording accordingly.
  Line 263 – delete bracket ‘)’ at “the showed the greatest) change”
  Thank you for spotting this. We have corrected the wording accordingly.
  I hope this feedback is useful and I wish you all the best moving forward with this project.
  Thank you
  ----
  
  Citation: https://doi.org/10.5194/egusphere-2023-1484-AC1
RC2:
'Comment on egusphere-2023-1484', Janine Krippner, 20 Oct 2023

Dear Carolina and Jamie,

Great work with this manuscript and all of your work done to not only use this new method of reaching students, but also on getting your experience into this format alongside the student surveys so that others can follow in your footsteps.

I have a few queries and suggestions that I hope will add to the clarity of your work.

Do you have any indication of how many additional students, teachers, or classrooms have engaged with your ETF outside of this study? I hadn't heard of the Streaming Science platform before, it would be nice to have a short introduction that explains their reach, like how many users participate through this platform?

I am not based in the USA, is this platform available globally? I see Edward has also suggested providing age ranges for K-12 for an international audience as this is relevant outside of the USA.

Did the teachers who took part have any recommendations or feedback on what they saw really worked? It would be interesting seeing their perspective if that was communicated.

It would be great to have a short example of how you incorporated storytelling with the content. As a science communicator I understand how important storytelling is for engaging people with our work, to have an example of how this can be done with these topics might help the readers of your manuscript to envision how they could go about creating their own content.

Thank you for your work in this area, it's good to see novel ideas on how we can engage students appearing in geoscience literature. I look forward to seeing the finished product.

Citation: https://doi.org/10.5194/egusphere-2023-1484-RC2
- AC2: 'Reply on RC2', CAROLINA ORTIZ-GUERRERO, 31 Dec 2023
  
  Answers Reviewer #2
  Dear Carolina and Jamie,
  Great work with this manuscript and all of your work done to not only use this new method of reaching students, but also on getting your experience into this format alongside the student surveys so that others can follow in your footsteps.
  Dear Reviewer #2. Thank you for this comment. We are very grateful for your feedback.
  I have a few queries and suggestions that I hope will add to the clarity of your work.
  Do you have any indication of how many additional students, teachers, or classrooms have engaged with your ETF outside of this study? I hadn't heard of the Streaming Science platform before, it would be nice to have a short introduction that explains their reach, like how many users participate through this platform?
  I am not based in the USA, is this platform available globally? I see Edward has also suggested providing age ranges for K-12 for an international audience as this is relevant outside of the USA.
  Yes, the platform is globally available. We have added that clarification
  Line [182]
  Thank you. We have provided the age significance of K-12 and age range for the international audience in the introductory paragraph.
  Did the teachers who took part have any recommendations or feedback on what they saw really worked? It would be interesting seeing their perspective if that was communicated.
  Yes, the 6 surveyed teachers answered a short survey and left feedback to us. We have added this information in Table#7 and Table#8 and discussed this throughout the text.
  It would be great to have a short example of how you incorporated storytelling with the content. As a science communicator I understand how important storytelling is for engaging people with our work, to have an example of how this can be done with these topics might help the readers of your manuscript to envision how they could go about creating their own content.
  Thank you for this suggestion. We have added to the section 3.1 “EFT context and content development”, a section explaining how storytelling was used for scripting the content of the EFT videos. In addition, we have also modified section 5.1.3 to make reference to the added content.
  Thank you for your work in this area, it's good to see novel ideas on how we can engage students appearing in geoscience literature. I look forward to seeing the finished product.
  Thanks so much for your feedback. We are very thankful for your thoughtful suggestions.
  
  Citation: https://doi.org/10.5194/egusphere-2023-1484-AC2

Peer review completion

AR: Author's response | RR: Referee report | ED: Editor decision | EF: Editorial file upload

ED: Publish subject to minor revisions (further review by editor) (08 Jan 2024) by Lewis Alcott

AR by CAROLINA ORTIZ-GUERRERO on behalf of the Authors (15 Jan 2024) Author's response Author's tracked changes Manuscript

ED: Publish subject to technical corrections (16 Jan 2024) by Lewis Alcott

ED: Publish subject to technical corrections (25 Jan 2024) by John K. Hillier (Executive editor)

AR by CAROLINA ORTIZ-GUERRERO on behalf of the Authors (29 Feb 2024) Manuscript

Journal article(s) based on this preprint

02 May 2024

Rocks Really Rock: electronic field trips via Web Google Earth can generate positive impacts in attitudes toward Earth sciences in middle- and high-school students

Carolina Ortiz-Guerrero and Jamie Loizzo

Geosci. Commun., 7, 101–119, https://doi.org/10.5194/gc-7-101-2024,https://doi.org/10.5194/gc-7-101-2024, 2024

Short summary

Carolina Ortiz-Guerrero and Jamie Loizzo

Supplement

https://doi.org/10.5194/egusphere-2023-1484-supplement

Carolina Ortiz-Guerrero and Jamie Loizzo

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The requested preprint has a corresponding peer-reviewed final revised paper. You are encouraged to refer to the final revised version.

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Short summary

This paper tackles K-12 Earth Science (ES) education challenges, introducing the "Rocks Really Rock" Electronic field trip. Utilizing multimedia and storytelling via Web Google Earth, shows a significant positive shift in attitudes towards geology, careers, and literacy. Findings endorse EFT effectiveness, supporting dissemination in schools and homeschooling to enhance ES education.


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