Involvement in and Perception of Atmospheric Science Education Research

Increasing participation in education research and encouraging the use of evidence-based practices in the classroom has been identified as a Grand Challenge in the Geosciences. As a first step in addressing this Grand Challenge, a survey was developed and disseminated to a broad range of atmospheric science professionals to collect data about 1) the number of community members involved in atmospheric science education research (ASER); 2) whether ASER is valued within the community, and if so, to what extent; 3) potential barriers to involvement in ASER; and 4) the resources necessary to encourage involvement in ASER. Survey results revealed that while many in the atmospheric science community highly value education research, barriers to greater involvement include a perceived lack of value and a lack of visibility of ASER. Recommendations are made for addressing these barriers.

Automated summary

Increasing participation in education research and encouraging evidence-based practices in the classroom has been identified as a Grand Challenge in the Geosciences. A survey among atmospheric science professionals revealed that while many highly value education research, barriers to greater involvement include perceived lack of value and visibility of ASER. Recommendations are made to address these barriers.