About this Special Issue
Please note: Beginning January 2025, Earth Science, Systems and Society will be published through the Geological Society of London’s own Publishing House. Authors wishing to submit papers should now do so via the Geological Society’s Editorial Manager online editorial office: www.editorialmanager.com/esss
Please direct any questions to abel.barral@geolsoc.org.uk
This Special Issue of Earth Science, Systems and Society has a focus on Geoscience Education. It aims to explore modern educational thinking and share good practice from a broad range of educators. Submissions are welcome focusing on the broad spectrum of geoscience education; epistemology, pedagogy, assessment, field and lab work, employability, and the wider realm of geoscience.
Globally, geoscience education is at a crucial juncture with declining recruitment often linked to an unclearly expressed relevance to students, poor levels of representation, a lack of inclusive pedagogies and practices, and poor sustainability have all recently been highlighted for the discipline. This is in contrast with some generally excellent graduate outcomes, enthusiastic and engaged students, and a body of educators who are passionate about their subject.
As geoscience education emerges from a post-lockdown world, where new and innovative methods of educating were trialed and digital learning became mainstream, this special issue looks to share evidence-based and critically reflective case studies in the latest thinking and advances in geoscience education. Geoscientists and geoscience education researchers are invited to contribute original articles with a particular focus on current innovative practice and the future development of geoscience education.
Potential topic areas include (but are not limited to):
-Geoscience education from Primary school to Higher Education: Exploration of how geoscience is taught, this might include; active learning, co-creation, experiential learning, etc. How are the geosciences taught and represented across educational levels and spaces and is this important?
-Geoscience knowledge creation and dissemination: What is geoscience? Who creates geoscience knowledge and how and why is it disseminated?
-Assessment and feedback: The geosciences provide a wide range of opportunities for formative and summative assessment, including innovative assessments or a focus on wider assessment approaches.
-Digital geoscience education: From programming to remote sensing; the digital applications of geoscience education are myriad.
-Fieldwork: Developments in fieldwork approaches, conventional and digital (including virtual and remote fieldwork) continue to emerge. Contributions could include case studies or consider broader issues and overarching principles
-Equality, diversity, and inclusion (EDI) and geoscience education: EDI issues are manifest in the geosciences. How are these issues being addressed and how can we develop more inclusive and accessible geoscience education?
-Vocational and industry links: Geoscience skills are in high demand! How does geoscience education resolve this and work with professionals to improve employability of graduates? Case studies in partnership with government and industry is encouraged.
-Perceptions of geoscience, outreach, and public education: The perception of geoscience industry and careers needs revolutionising, how does a discipline shake the image of the past and be recognised as a vital part of our sustainable future?
Important
EScubed is a gold-open access journal which fulfils all major funding agency mandates, and is a society-owned not-for-profit journal. Please note: publishing fees do apply with more details found on the journal webpage.
Through a program of APC waivers and discounts, further assistance is available for authors with limited access to Open Access (OA) funding. Please see our funding support page for more information.
Submission deadline date: 31st January 2025
Please direct any questions to abel.barral@geolsoc.org.uk
This Special Issue of Earth Science, Systems and Society has a focus on Geoscience Education. It aims to explore modern educational thinking and share good practice from a broad range of educators. Submissions are welcome focusing on the broad spectrum of geoscience education; epistemology, pedagogy, assessment, field and lab work, employability, and the wider realm of geoscience.
Globally, geoscience education is at a crucial juncture with declining recruitment often linked to an unclearly expressed relevance to students, poor levels of representation, a lack of inclusive pedagogies and practices, and poor sustainability have all recently been highlighted for the discipline. This is in contrast with some generally excellent graduate outcomes, enthusiastic and engaged students, and a body of educators who are passionate about their subject.
As geoscience education emerges from a post-lockdown world, where new and innovative methods of educating were trialed and digital learning became mainstream, this special issue looks to share evidence-based and critically reflective case studies in the latest thinking and advances in geoscience education. Geoscientists and geoscience education researchers are invited to contribute original articles with a particular focus on current innovative practice and the future development of geoscience education.
Potential topic areas include (but are not limited to):
-Geoscience education from Primary school to Higher Education: Exploration of how geoscience is taught, this might include; active learning, co-creation, experiential learning, etc. How are the geosciences taught and represented across educational levels and spaces and is this important?
-Geoscience knowledge creation and dissemination: What is geoscience? Who creates geoscience knowledge and how and why is it disseminated?
-Assessment and feedback: The geosciences provide a wide range of opportunities for formative and summative assessment, including innovative assessments or a focus on wider assessment approaches.
-Digital geoscience education: From programming to remote sensing; the digital applications of geoscience education are myriad.
-Fieldwork: Developments in fieldwork approaches, conventional and digital (including virtual and remote fieldwork) continue to emerge. Contributions could include case studies or consider broader issues and overarching principles
-Equality, diversity, and inclusion (EDI) and geoscience education: EDI issues are manifest in the geosciences. How are these issues being addressed and how can we develop more inclusive and accessible geoscience education?
-Vocational and industry links: Geoscience skills are in high demand! How does geoscience education resolve this and work with professionals to improve employability of graduates? Case studies in partnership with government and industry is encouraged.
-Perceptions of geoscience, outreach, and public education: The perception of geoscience industry and careers needs revolutionising, how does a discipline shake the image of the past and be recognised as a vital part of our sustainable future?
Important
EScubed is a gold-open access journal which fulfils all major funding agency mandates, and is a society-owned not-for-profit journal. Please note: publishing fees do apply with more details found on the journal webpage.
Through a program of APC waivers and discounts, further assistance is available for authors with limited access to Open Access (OA) funding. Please see our funding support page for more information.
Submission deadline date: 31st January 2025
Keywords: Geoscience education, Pedagogy, Assessment, Equality, Diversity, Sustainability, Public, Education, Fieldwork
