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Table of Contents - Special Paper 486

Earth and Mind II: A Synthesis of Research on Thinking and Learning in the Geosciences

Edited by Kim A. Kastens and Cathryn A. Manduca

*Prologue*		p. xii
1.	Geoscience and geoscientists: Uniquely equipped to study Earth Cathryn A. Manduca and Kim A. Kastens	p. 1
I. TIME
*Introduction*
2.	Mapping the domain of time in the geosciences Kim A. Kastens and Cathryn A. Manduca	p. 13
*Thematic paper*
3.	The significance of geologic time: Cultural, educational, and economic frameworks Cinzia Cervato and Robert Frodeman	p. 19
*Commentaries*
4.	Did time exist in the Cretaceous? Enrico Bonatti	p. 29
5.	Supporting students' cognitive understanding of geologic time: A needed "revolution" in science education Jeff Dodick	p. 31
6.	A K–12 perspective on teaching and learning about geologic time Malcolm Fenton	p. 35
7.	Fostering a longer view of time is useful but not sufficient to change decisions and behaviors Martha C. Monroe	p. 37
8.	Teaching geologic events to understand geologic time Ilyse Resnick, Kinnari Atit, and Thomas F. Shipley	p. 41
II. SPACE
*Introduction*
9.	Mapping the domain of spatial thinking in the geosciences Cathryn A. Manduca and Kim A. Kastens	p. 45
*Thematic paper*
10.	The importance of spatial thinking for geoscience education: Insights from the crossroads of geoscience and cognitive science Lynn S. Liben and Sarah J. Titus	p. 51
*Commentaries*
11.	Spatial thinking and dimensionality Cesar Delgado	p. 71
12.	Some important aspects of spatial cognition in field geology Stephen J. Reynolds	p. 75
13.	Gender and geoscience specialization as a function of object and spatial visualization skills M. Darby Dyar	p. 79
14.	Two ways to help students with spatial thinking in geoscience Nora S. Newcombe	p. 85
15.	Finding the spatial in order to teach it Karl Grossner	p. 87
III. SYSTEMS
*Introduction*
16.	Mapping the domain of complex earth systems in the geosciences Cathryn A. Manduca and Kim A. Kastens	p. 91
*Thematic paper*
17.	Complex systems in the geosciences and in geoscience learning Neil Stillings	p. 97
*Commentaries*
18.	Addressing complexity in weather: The human role in forecasting Alan J. Bol and Timothy C. Spangler	p. 113
19.	Understanding cause and effect in geosciences through systems modeling Rudy Slingerland	p. 115
20.	Mechaisms, causality, and explanations in complex geodynamic systems Federica Raia	p. 117
21.	The role of integration and abstraction in complex systems thinking across multiple contexts Claudia Neuhauser	p. 121
22.	Building new cognitive knowledge structures about complex systems: An illustration of a model activity Mike Taber	p. 123
IV. FIELD
*Introduction*
23.	Mapping the domain of field-based teaching and learning in the geosciences Kim A. Kastens and Cathryn A. Manduca	p. 125
*Thematic paper*
24.	Learning in the field: Synthesis of research on thinking and learning in the geosciences David W. Mogk and Charles Goodwin	p. 131
*Commentaries*
25.	Afloat in the field Kara Lavender Law	p. 165
26.	The "field" through a different lens Timothy C. Kenna, Margie Turrin, and Stephanie Pfirman	p. 167
27.	Community mapping in geology education and research: How digital field methods empower student creation of accurate geologic maps Steven J. Whitmeyer	p. 171
28.	Demonstrating the unique benefits of field experiences Jackie Huntoon	p. 175
29.	Considering qualititative inquiry, sociocultural theories, and complexity in the study of field-based learning Alison Stokes and Anthony Feig	p. 177
30.	Situated and embodied learning in the field Edwin Hutchins and Nan Renner	p. 181

31.	Fostering knowledge integration in geoscience education Kim A. Kastens and Cathryn A. Manduca	p. 183
*Epilogue*		p. 207