An Outsider Looks at Geoscience: Methods, Content, Pedagogy, and Partnerships Pinky Nelson Western Washington University June 27, 2012
Disclaimer: Important topics that I am ignoring• Recruiting and preparing geoscience majors• What to do with/about large classes• Cool Geoscience activities: field vs. classroom• The siren song of Integrated Curriculum• Taking astrophysics out of the K-12 core curriculum to make room for geoscience
School Scientific Method (Prentice Hall Exploring Earth Science)1. Stating the problem2. Gathering information on the problem3. Forming a hypothesis4. Performing experiments to test thehypothesis5. Recording and analyzing data6. Stating a conclusion7. Repeating the work
Scientific Methods (Order of steps is not absolute)Quadrant 1 (Explaining natural phenomena)1. Pose an interesting question2. Plan observations to gather information toanswer question3. Collect data/observations/phenomena4. Look for Patterns5. Invent theory that fitsdata/observations/phenomena6. Communicate
Scientific Methods (Order of steps is not absolute)Quadrant 2 (Finding and explaining newphenomena)1. Pose an interesting question2. Plan experiment to answer question (controllingvariables)3. Do experiment (controlling variables)4. Look for patterns in the results5. Invent theory that fits data6. Communicate
Scientific Methods (Order of steps is not absolute)Quadrant 3 (Testing through model building orexperimentation)1. Pose an interesting question2. Understand theory3. Predict outcome of model or experiment based ontheory4. Build model or do experiment (controlling variables)5. Compare results of model or experiment toprediction6. Communicate
Scientific Methods (Order of steps is not absolute)Quadrant 4 (Testing through model building orobservation)1. Pose an interesting question2. Understand theory3. Predict outcome of model or observation basedon theory4. Build model or make observation5. Compare results of model or observations toprediction6. Communicate
NGSS Science and Engineering Practices (Methods)• Asking questions and defining problems• Developing and using models• Planning and carrying out investigations• Analyzing and interpreting data• Using mathematics and computational thinking• Obtaining, Evaluating, and Communicating Information
How much time is available for learning geoscience in school?Class time for geoscience is limited ~ 10 hours/year K-5 ~ 60 hours in MS ~ 80 hours in HS 14
What’s in the new K-12 Draft Science Standards? Elementary• Grade K: Weather (Has to be read to be believed!)• Grade 1: Patterns and Cycles• Grade 2: Earth’s Changing Surface (See K!)• Grade 3: Weather, Climate, and Impacts• Grade 4: Processes that Shape the Earth• Grade 5: Earth Systems and Their Interactions
What’s in the new K-12 Draft Science Standards? Middle School• The History of Earth (2X)• Earth’s Interior Processes• Earth’s Surface Processes• Weather and Climate Systems• Human Impacts
What’s in the new K-12 Draft Science Standards? High School• Earth’s Systems• Climate Change• Human Sustainability
What do you assume that your students know when they show up in your Geology 101 class? What if you assumed this?Middle School: ESS-HE a.Students who demonstrate understanding can constructexplanations for patterns in geologic evidence todetermine the relative ages of a sequence of events thathave occurred in Earth’s past [Clarification Statement:Evidence can be field evidence or representations (e.g.model of geologic cross-sections). Events may includesedimentary layering, fossilization, folding, faulting,igneous intrusion, and/or erosion.]
An Integration of Proven Practices Into Good Content Experiences• How People Learn• Formative Assessment Processes (Assessment for Learning)• Collaboration (teacher-teacher [PLCs], teacher-student, student-student)• Mindset (Effort vs. Talent)• Change (individuals, groups, organizations)
Formative Assessment as Example of Transparent Teaching Techniques• Clear Learning Targets—What, Why, How, How Well?• Initial Ideas—What do you think?, What can you do?, What do you know?• Discourse—What are you thinking? What are your learning strategies? What do you need to find out/do?• Feedback—Moves thinking forward. How can you take the next step?• Peer Assessment—What are you thinking? How does that compare to the learning target?• Self Assessment—What am I thinking? What are my learning strategies? How am I doing? What do I need to do now?
Higher Ed Science Education CollaboratorsPhysics: Jim Stewart1, Andrew Boudreaux1,, George Nelson1, Sara Julin2, AnnZukoski3, Linda Zuvich4, Ted Williams5Biology: Deb Donovan1, Carolyn Landel1, Alejandro Acevedo1, John Rousseau2, ValMullen3, Rene Kratz4, Pam Pape-Lindstrom4, Adib Jamshedi5Geology: Scott Linneman1, Sue DeBari1, Bob Mitchell1, Bernie Dugan2, BradSmith3, Ben Fackler-Adams3, Steve Grupp4, Terri Plake5Chemistry: Steve Gammon1, Emily Borda1, Paul Frazey2,3Science Education: Chris Ohana1, Jacob Blickenstaff1(Physics), LieslHohenshell1(Biology), Don Burgess1(Biology), Molly Lawrence1Evaluation:, Dan Hanley1, Jim Minstrell6, Ruth Anderson6, Phil Buly1, ManyGraduate Students11 Western Washington U, 2 Whatcom CC, 3 Skagit Valley C, 4 Everett CC, 5 Northwest IndianCollege, 6 FacetInnovations Inc.
Teacher Leaders: Content Knowledge 100 85 90 84 85 83 83 80 67 70 65Mean % Correct 60 53 Pre 50 37 Post 40 30 One Year Followup 20 10 0 SA 2004 Physical SA 2005 Life SA 2006 Earth Science N=123 Science N=165 Science N= 143
Two Issues (at least!)1. Field experiences for pre-service teachers arejust as, or more, important than universityeducation classes so it is critical to partner withK-12 schools to improve teaching to provideexcellent mentors (who should be trained andcompensated).
Two Issues (at least!)2. Science (much less Geoscience) is not a bigenough lever to move schools or universities toreform. Partnerships that include all teachers ina building, and partnerships acrossdepartments, colleges, and administrative unitsare necessary to impact all students.
Summary • We all need to address how science works • The K-12 standards are ambitious • Improving learning requires expanding our teaching tools • Sustainable change requires partnerships
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