TERC Senior Scientist Tamara Shapiro Ledley Author On Papers for the Journal of Geoscience Education

September 17, 2012

FOR IMMEDIATE RELEASE

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CAMBRIDGE, MA–Senior Scientist Tamara Ledley has coauthored two papers published in the August 2012 issue of the Journal of Geoscience Education (JGE)—the premier peer-reviewed publication for geoscience education research, curricula, and instruction at the pre-college and undergraduate levels. Dr. Ledley’s papers—appearing as items 249 and item 257 respectively—examine geoscience data use and a workshop model for effective communication between scientists and educators.

"Geoscience Data for Educational Use: Recommendations from Scientific/Technical and Educational Communities" (item 249) by Michael Taber, Tamara Shapiro Ledley, Susan Lynds, Ben Domenico, and LuAnn Dahlman presents a framework for examining access to and use of online geoscience datasets and data analysis tools from a workflow perspective. This framework incorporates the expertise and needs of both the scientific/technical community and the educational community. It was culled from six years (ca. 2004-2009) of data-use surveys and evaluations gathered during annual workshops conducted by Ledley and colleagues to develop activities that facilitated effective access to and use of Earth science data in educational contexts.

"A Model for Enabling an Effective Outcome-Oriented Communication Between the Scientific and Educational Communities" (item 257) by Tamara Shapiro Ledley, Michael Taber, Susan Lynds, Ben Domenico, and LuAnn Dahlman details a workshop model developed over six years to facilitate communication and transfer knowledge between the scientific/technical and educational communities on effective access and use of geoscience datasets by teachers and students.

The current issue of JGE is available online at: http://nagt-jge.org/toc/jgee/60/3. Papers 249 and 257 can be downloaded by members or individually purchased.

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Dr. Tamara Shapiro Ledley is a senior scientist and chair of the Center for Science Teaching and Learning (CSTL) at TERC. Her most recent work in Climate Literacy and Earth system science education includes founding and chairing the Climate Literacy Network; development of the Climate Literacy and Energy Awareness Network (CLEAN) Pathway; collaboration on the “Climate Literacy: Essential Principles of Climate Science”; and the development of EarthLabs modules on climate change and Earth system science that will serve as the laboratory component of a high-school capstone course in Earth and space science. Dr. Ledley has also been involved in a spectrum of projects that focus on the use of Earth science data in educational contexts and leverage the National Science Digital Library efforts. These grants have entailed the development of the Earth Exploration Toolbook (EET), the Digital Library for Earth System Education (DLESE) Data Services and AccessData projects that focused on bridging the communication gap between scientific and educational communities to make Earth science data sets accessible and available to teachers and students.

The Journal of Geoscience Education (JGE) is the premier peer-reviewed publication for geoscience education research and curriculum and instruction at the undergraduate and pre-college levels. JGE is the publication of record for NAGT, and serves as the only international forum for the publication of research concerning the pedagogy, assessment, and philosophy of teaching and learning about the geosciences. JGE is published four times per year in February, May, August and November. Each issue contains Editorials, Commentaries, Papers on Curriculum and Instruction, and Papers on Research. To learn more, please visit: http://nagt-jge.org/.