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This paper reviews trends in GeoAI research and discusses cutting-edge advances in GeoAI and its roles in accelerating environmental and social sciences. It addresses ongoing attempts to improve the predictability of GeoAI models and recent research aimed at increasing model explainability and reproducibility to ensure trustworthy geospatial findings. The paper also provides reflections on the importance of defining the science of GeoAI in terms of its fundamental principles, theories, and methods to ensure scientific rigor, social responsibility, and lasting impacts.
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How value conflicts infected the science of riparian restoration for endangered salmon habitat in America's Pacific Northwest: Lessons for the application of conservation science to policy
- Award ID(s):
- 1728807
- PAR ID:
- 10212633
- Date Published:
- Journal Name:
- Biological Conservation
- Volume:
- 244
- Issue:
- C
- ISSN:
- 0006-3207
- Page Range / eLocation ID:
- 108508
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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As a result of more recent events connected to the ongoing and lasting legacy of systemic racism in our society and the sparsity of research focused on both disciplinary teacher leadership (TL) and centering social justice and equity in teacher leadership literature reviews, this research investigated the ways in which science teacher leadership (STL) emerged in the context of a science department engaged in a year‐long professional learning experience aimed at teaching science for social justice. Drawing on a community of practice teacher leadership identity model as a theoretical framework and qualitative research methods, we sought to characterize STL that centered social justice. Written teacher reflections, semi‐structured interviews, and science lessons were collected from the six female science teachers and a female school administrator. The research revealed how STL supportive of teaching science for social justice was grounded in, among other characterizations of teacher leadership, competences like content and pedagogical knowledge, performances like inclusiveness and lesson design, and support from the structure of the year‐long professional learning, and engagement in a community of practice. This research provides insights into the complex characterization and emergence of STL.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1016/j.biocon.2020.108508
