Center for Science and Mathematics Education Research
Maine Mathematics and Science Teaching Excellence Collaborative (MMSTEC)
|
2002 Summer Conference |
2002 Summer Conference Sponsored by: |
|
TALK ABSTRACT Using Earth System Science Content as a Framework for In-service and Pre-Service Teacher Training Jacqueline E. Huntoon, (speaker), 906-487-2412 (voice), jeh@mtu.edu Department of Geological Engineering and Sciences, Michigan Technological University, 1400 Townsend Drive, Houghton, MI 49931 Michigan Technological University's Department of Geological
Engineering and Sciences offers an introductory-level, field-based,
earth-system science course that is taught in the National Parks
and Monuments of Utah and is designed to meet the needs of pre-service
and in-service teachers, as well as university undergraduates
who may have an interest in teaching. The course was developed
to achieve four main goals: 1) increase content area knowledge
among practicing earth science teachers, 2) increase awareness
of innovative pedagogical methods that can be successfully applied
in earth science instruction at the K-12 level among practicing
and pre-service teachers, 3) increase the level of interest and
enthusiasm for earth science in particular (and science in general)
among K-12 teachers, and 4) increase the number and diversity
of university undergraduates who pursue careers in earth science
education. A mixture of practicing teachers, pre-service teachers,
and university undergraduates is targeted because practicing
teachers can learn about basic earth science concepts from university
undergraduates, pre-service teachers can benefit from interaction
with practicing teachers, and non-pre-service university undergraduates
can be exposed to the concept of teaching as a possible career
by working alongside practicing and future teachers. The course was developed based on the premise that science
is most exciting to both teachers and students when it is used
to answer questions. Traditional instructional practices emphasize
the need to learn a great deal about science (for example,
by memorizing jargon or formulas) before actually participating
in scientific inquiry. Current pedagogical research consistently
demonstrates the importance of inquiry-based learning. Unfortunately,
however, transforming a classroom from traditional instruction
to inquiry-based instruction requires teachers to teach in ways
that differ significantly from how they themselves were taught.
Many practicing teachers are not immediately prepared to make
such a transition due to lack of time, lack of exposure to new
teaching methods with high potential for success, or lack of
in-depth content area knowledge. These hindrances to change
are particularly significant for earth science teachers because
many are teaching out of their major or minor content area discipline,
and the course described here is intended to help teachers overcome
obstacles to change. Participants' performance in the course is monitored through
the use of diagnostic learning logs (self-assessment) and through
instructor evaluations of written and verbal material. The course's
effectiveness at meeting its goals is determined through the
use of pre-course and post-course instruments that include attitudinal
surveys, lower-order content knowledge evaluations, and higher-order
thinking skills evaluations. Back to Announcement Page |
| |
Center for Science and Mathematics Education Research Maine Mathematics and Science Teaching Excellence Collaborative (MMSTEC) |
| This conference is supported by the U.S. Department of Education Fund for the Improvement of Education (U.S. Department of Education Award Number R125K010106) and the National Science Foundation (NSF DUE #998-7444). |