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Analysis of Northern California's Potential Automated Template B: Created by James Nail 2011V2.1 Analysis of Northern California's potential geotourist sites for effective informal geoscience education that address the Earth Science Literacy Initiative's big ideas By Kimberlie Robin Theis A Thesis Submitted to the Faculty of Mississippi State University in Partial Fulfillment of the Requirements for the Degree of Master of Science in Geoscience in the Department of Geosciences, Mississippi State, Mississippi May 2015 Copyright by Kimberlie Robin Theis May 2015 Analysis of Northern California's potential geotourist sites for effective informal geoscience education that address the Earth Science Literacy Initiative's big ideas By Kimberlie Robin Theis Approved: ____________________________________ Renee M. Clary (Major Professor) ____________________________________ John C. Rodgers III (Committee Member) ____________________________________ Darrel W. Schmitz (Committee Member) ____________________________________ Michael E. Brown (Graduate Coordinator) ____________________________________ R.Gregory Dunaway Professor and Dean College of Arts & Sciences Name: Kimberlie Robin Theis Date of Degree:May 9, 2015 Institution: Mississippi State University Major Field: Geoscience Major Professor:Dr. Renee M. Clary Title of Study: Analysis of Northern California's potential geotourist sites for effective informal geoscience education that address the Earth Science Literacy Initiative's big ideas Pages in Study:235 Candidate for Degree of Master of Science Geotourism is becoming more popular and can play a critical role in creating literacy in communities. Moreover, the Big Ideas of the Earth Science Literacy Initiative can be used within signage to address literacy. Because all citizens should have a basic knowledge of Earth Science in order to make informed decisions that relate to Earth Science, geotourism can be used as a way to increase Earth Science knowledge, along with other positive outcomes related to communities' increased well-being. A careful investigation of N=59 geosites reveals that signage can be used to increase this knowledge but that there is a deficit in the number and quality of the signage present at some of these sites. A gap has been uncovered regarding the efforts to teach Earth Science. DEDICATION To my family and friends who supported me, giving moral support and also support on my field excursions. My husband Michael, thank for making this happen; and my son Gus, for coming along on some field excursions and helping with surveys, and mostly for his patience. And to all of those ‘cheerleaders’ out there: You stayed ‘til the end! This thesis was important to me and so you made it happen. Thank You. ii ACKNOWLEDGEMENTS I want to acknowledge my major professor, Dr. Renee Clary, who is an educator beyond average and whose help and belief in me were major in the creation of this document. Also, those committee members who were willing to read my document and give me their valued feedback. Thank you! I want to acknowledge my friend and field partner, Kathy Crawford, whose field help, and writing counsel and support were always present when needed most. Finally, there were members of my family who contributed to this accomplishment. They acted as field support and proved to be professional and supportive. Their support is valued most of all. I acknowledge all of my college professors. It was they who placed in me the passion to go out into the field and who introduced me to many of these sites. I also want to thank all of the educators who provided their favorite geosites. Without them, this document could not have been so comprehensive. iii TABLE OF CONTENTS DEDICATION .................................................................................................................... ii ACKNOWLEDGEMENTS ............................................................................................... iii LIST OF TABLES ............................................................................................................. ix LIST OF FIGURES .............................................................................................................x CHAPTER I. INTRODUCTION .............................................................................................1 Geotourism defined ............................................................................................2 Statement of the problem ...................................................................................2 II. LITERATURE REVIEW ..................................................................................4 Geotourism .........................................................................................................4 Geotourism charter .......................................................................................6 Informal education ...........................................................................................10 Epistemological Approaches .....................................................................11 Educational theory and its use in geotourism ............................................12 Informal Education and Free-choice Learning. .........................................14 Places of Informal and Free-choice learning .............................................15 Educational outcomes ................................................................................16 The importance of Informal or Free-Choice learning ................................17 Educational Summary ................................................................................18 Earth Science principles ...................................................................................19 “The Big ideas” in Earth Science ...............................................................19 Big Idea number one ............................................................................21 Big Idea number two ............................................................................21 Big Idea number three ..........................................................................22 Big Idea number four ...........................................................................22 Big Idea number five ...........................................................................22 Big Idea number six .............................................................................23 Big Idea number seven .........................................................................23 Big Idea number eight ..........................................................................23 Big Idea number nine ...........................................................................24 Oregon Paleo Lands Institute ...........................................................................24 iv Support for OPLI .......................................................................................26 OPLI programs and activities ....................................................................27 Classes..................................................................................................28 Educational opportunities and the "OPLI" website .............................30 Geology ................................................................................................31 Opportunities........................................................................................32 Conclusion .......................................................................................................32 III. METHODOLOGY ..........................................................................................33 Boundary of study ............................................................................................33 Potential geological sites............................................................................35 The geotourist ............................................................................................37 The Earth Science Literacy Principles (ESLP) ..........................................38 Site specific geologic concepts ..................................................................39 Promoting geotourism ................................................................................40 Comparing Northern California geosites against Oregon Paleo Lands Institute ................................................................................................41 Summary of research .......................................................................................42 IV. GEOSITE DATA .............................................................................................43 Province #1: Klamath Province .......................................................................47 Klamath Province Geology ........................................................................47 Geotourist Support in Klamath Province .............................................47 Geosite: Castle Crags Geology ..................................................................48 Geotourist Support for Castle Crags ....................................................49 Province #2: Cascade Province ........................................................................50 Cascade Province Geology ........................................................................50 Geotourist Support in the Cascade Province .......................................50 Geosite: Pluto's Caves Geology .................................................................51 Geotourist Support
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