ED42A-01 10:20h
Analyses of Student Learning in Global Change
The Global Change course at Iowa State University is a senior undergraduate and graduate level course that has been delivered over the internet with online dialog and learning activities since 1995. Students may enroll in the course as a distance education course, but in doing so they engage in dialog with students in the conventional on-campus face-to-face course. Online delivery and student participation offer opportunities for promoting use of critical thinking skills and collaborative learning not available in face-to-face environments. Students are required to research, post, and defend with authoritative information their positions on a variety of global change issues and specifically identify how they have demonstrated use of critical thinking skills in their online postings. Threaded dialog is used for structuring interactions toward promoting collaborative learning. We analyze collaborative learning by use of a rubric based on the theory of language games. By random selection of 1,350 online dialog comments posted over the last 10 years we evaluated student response to requirements for demonstrating critical thinking skills and collaboration in learning. We found that, by itself, the requirement of demonstrating critical thinking skills in online dialog was insufficient in promoting collaborative learned as measured by the standards of language game theory. But we also found that if an online comment clearly defines a situation and makes a clear expectation of a response, the likelihood is high that a game will be created. And if a game is established, there is a high probability that it will be closed, thereby giving evidence that collaborative learning had occurred. We conclude that a key component in collaborative online learning lies in establishing a lead-off comment that provides sufficient background information to clearly define an engaging situation. It also must include a clear expectation that a response is expected that will provide dialog participants an opportunity to demonstrate critical thinking skills in their responding comments.
http://www.meteor.iastate.edu/gccourse/
ED42A-02 10:35h
Climate Change Science Instruction using a Model: Students Asking Quantitative Questions
The act of asking a question is arguably the most important part of the scientific process as it is the starting point of the scientific inquiry. And while students learn much from asking questions, they are often reticent to do so in the class-room and more often than not the instructor asks the questions while the students answer them. Here we present results from an investigation of quantitative scientific questions asked by students in an undergraduate course about climate change science about one of the main processes driving climate and climate change: radiative forcing. This course is an inquiry-based course in which questions are explicitly solicited from students in different forms. One topic of relevance to the concept of radiative forcing (effects of clouds, greenhouse gases, aerosols and land-use changes on climate) is studied each week. Students, after much preparation and scaffolding, must produce a research-level question that can be addressed by an up-to-date, accurate radiative transfer model with which they have become familiar at the beginning of the course. Students must then run, analyze and present results from an experiment they design for the model to address their scientific question. Our presentation will address how the nature of students' questions evolved over the six weeks dedicated to the applications of the radiative forcing concept, based on weekly submitted individual questions and group's question. Our analysis will look at both individual and class asking-question characteristics. We will analyze the relationships between the individual questions and the quality of group's question and look at the influence of group dynamics on the nature and quality of the groups' questions.
http://www.crseo.ucsb.edu/esrg/Geog134_S04/Geog134_Index.html
ED42A-03 10:50h
Launching and Undergraduate Earth System Science Curriculum with a Focus on Global Sustainability: the Loma Linda University Experience
The vision of the School of Science and Technology (SST) at Loma Linda University (LLU) is to develop an interdisciplinary approach to doing science that bridges the social, biological, earth, and health sciences. It will provide opportunities for undergraduate, graduate, and professional students to apply new tools and concepts to the promotion of global service and citizenship while addressing issues of global poverty, health and disease, environmental degradation, poverty, and social inequality. A primary teaching strategy will be to involve students with faculty in applied field social and science policy research on "global sustainability" issues and problems in real places such as Fiji, Jamaica, Honduras, Bahamas, East Africa, and the US southwest (Great Basin, Salton Sea, coastal California, southern Utah). Recently we became a partner in the NASA/USRA ESSE21 Project (Earth System Science Education for the 21st Century). We bring to that consortium strengths and experience in areas such as social policy, sustainable development, medicine, environmental health, disaster mitigation, humanitarian relief, geoinformatics and bioinformatics. This can benefit ESSE21, the NASA Earth Enterprise Mission, and the wider geosciences education community by demonstrating the relevance of such tools, and methods outside the geosciences. Many of the graduate and undergraduate students who will participate in the new program come from around the world while many others represent underserved populations in the United States. The PI and Co-PIs have strong global as well as domestic experience serving underrepresented communities, e.g. Seth Wiafe from Ghana, Sam Soret from Spain, Stephen Dunbar from the South Pacific, and Robert Ford from Latin America and Africa. Our partnership in implementation will include other institutions such as: La Sierra University, the California State University, Pomona, Center for Geographic Information Science Research, ESRI, Inc., the University of Redlands, Center for Environmental Studies, and the Center for Education and Equity in Mathematics, Science, and Technology of California State University, Pomona (CEEMaST). Our presentation in brief will outline our plans, progress to date, lessons learned, and seek feedback on how to improve.
http://resweb.llu.edu/rford/ESSE21/
ED42A-04 11:05h
Undergraduate Earth System Science Education: Project-Based Learning, Land-Atmosphere Interaction, and a Newly Established Student Weather Station
Undergraduate students conducted a semester-long research project as part of a special topics course that launched the Austin College Weather Station in spring 2001. The weather station is located on restored prairie roughly 100 km north of Dallas, Texas. In addition to standard meteorological observations, the Austin College Weather Station measures surface quantities such as soil moisture, soil temperature, solar radiation, infrared radiation, and soil heat flux. These additional quantities are used to calculate the surface energy balance using the Bowen ratio method. Thus, the Austin College Weather Station provides valuable information on land-atmosphere interaction in a prairie environment. This project provided a remarkable learning experience for the students. Each student supervised two instruments on the weather station. Students skillfully learned instrumentation details and the physical phenomena measured by the instruments. Team meetings were held each week to discuss issues such as station location, power requirements, telecommunication options, and data acquisition. Students made important decisions during the meetings. They would then work collaboratively on specific tasks that needed to be accomplished before the next meeting. Students also assessed the validity of their measurements after the weather station came on-line. With this approach, students became the experts. They utilized the scientific method to think critically and to solve problems. For at least a semester, students became Earth system scientists.
http://weather.austincollege.edu
ED42A-05 11:20h
Earth System Science Education in a General Education Context: Two Case Studies
The teaching of Earth System Science (ESS) to non-science majors is examined in a large lecture format class at a state university and in small classes with a significant research component at a liberal arts college. Quantitative and qualitative evaluations of both approaches reveal some of the challenges educators face as they work to advance students' integrated understanding of the Earth system. Student learning on selected concepts in the large lecture format class was poorly or negatively correlated with the amount of class time spent on the topic, even when the time was spent in teacher-student dialogue or in cooperative learning activities. The small class format emphasized student participation in research, which was found to be particularly effective when the class operated as a three-week intensive block and student use of computer models to simulate the dynamics of complex systems, which was found to be more effective when the class was held in a ten-week quarter. This study provides some clarification as to the utility of specific pedagogical frameworks (such as constructivism and experiential education) in the teaching of ESS to a general education audience and emphasizes the importance of carefully defining educational goals (both cognitive and affective) as a part of the curriculum design.
ED42A-06 11:35h
Making the Most of a Limited Opportunity: Empowering our Future Earth Science Educators by Engaging Them in Field-Based Inquiry.
Geoscience courses that engage students in our K-12 learning environments represent a fundamental method to increase public awareness and understanding of Earth systems science. K-12 teachers are ultimately responsible for developing and teaching these courses. We recognize that it is our role as university instructors to ensure that our future K-12 teachers receive a high-quality and practical Earth science education; unfortunately many education majors at our institution receive no formal exposure to geoscience. Furthermore, for those students who choose to take a geoscience course, the experience is typically limited to a large introductory lecture-lab. While these courses are rich in content they neither provide opportunities for students to experience `real' Earth science nor address the skills required to teach Earth science to others. In 2002 we began to develop a field-based introductory geoscience course designed specifically for education students. Our major goal was to attract education majors and provide a field-based geoscience learning experience that was challenging, exciting, and directly applicable to their chosen career. Specific objectives of our project were to: (1) teach geoscience concepts and skills that K-12 teachers are expected to understand and teach to their students (outlined in national standards); (2) provide students with an opportunity to learn through scientific inquiry; (3) enhance student confidence in their ability to teach geoscience in the K-12 classroom. We piloted a two-week field course during summer 2004. The field excursion followed a route through Nebraska and Wyoming. Instructors focused on exposing students to the Earth systems concepts and content outlined in national education standards. The primary instructional approach was to engage students in inquiry-based learning. Students were provided many opportunities to utilize science process skills including: observation, documentation, classification, questioning, formulation of hypotheses and models, and interpretation and debate. Evening `classes' on effective teaching practices were conducted at camp. A mobile library, comprising a range of K-12 Earth science curricular materials and activities, was provided for students to utilize, examine, and critique. Students were given sample boxes so that they could collect and curate Earth materials to build their own `teaching set'. Digital cameras were used to record images of natural phenomena. Each student will receive a DVD of the images to use in their future classroom activities. Near the end of the course students were asked to generate a series of lesson plans to teach plate tectonics. Evaluation of our pilot project comprised a series of pre and post instruments to measure: geoscience content knowledge, science process skills, confidence for teaching science related courses, self-efficacy for self-regulation, and student perceptions of classroom knowledge-building. Results indicate significant gains in all measures. The course instructors have also spent time reflecting on instructional approach and associated activities and will use student feedback to modify and improve the course for the future. We are currently applying the evaluation instruments to education majors taking a large lecture-lab course in order to compare outcomes between the two course models. Results will help guide future geoscience education course development.
ED42A-07 11:50h
Inquiry-Driven Field-Based (IDFB) Ocean Science Classes: an Important Role in College Students' Development as Scientists, and Student Retention in the Geo-science Pipeline.
Experiential learning, engaging students in the process of science, can not only teach students important skills and knowledge, it can also help them become connected with the process on a personal level. This study investigates the role that Inquiry-Driven Field-Based (IDFB) experiences (primarily field classes) in ocean science have on undergraduate science students' development as ocean scientists. Both cognitive (knowledge-based) and affective (motivation and attitude) measures most important to students were used as indicators of development. Major themes will be presented to illustrate how IDFB science experiences can enhance the academic and personal development of students of science. Through their active engagement in the process of science, students gain important skills and knowledge as well as increased confidence, motivation, and ability to plan for their future (in particular their career and educational pathways). This growth is an important part of their development as scientists; the IDFB experience provides them a way to build a relationship with the world of science, and to better understand what science is, what scientists do, and their own future role as scientists. IDFB experiences have a particularly important role in affective measures of development: students develop an important personal connection to science. By doing science, students learn to be scientists and to understand science and science concepts in context. Many underrepresented students do not have the opportunity to take IDFB classes, and addressing this access issue could be an important step towards engaging more underrepresented students in the field. The nature of IDFB experiences and their impact on students makes them a potentially important mechanism for retaining students in the geo-science `pipeline'.
ED42A-08 12:05h
Where to Find Young Bright Stars in Geosciences: GGD, NSU
Geology and Geophysics Department (GGD) of Novosibirsk State University (NSU) can be regarded as infant, because it was founded in 1962. On the other hand, if to judge by what have been done - it is not only full-fledged, but well-known department. The unique location and specific educational and scientific traditions make GGD a famous school not only in Siberia, but in Russia, and all over the world. What are the tips to prepare bright stars in geosciences? 1.NSU is located in Academgorodok (Novosibirsk scientific center), unique place in Siberia, where more than 20 scientific institutions are located. This makes the University different from other schools in Russia. Famous Russian scientists, including members of RAS, together with foreign professors give lectures and seminars for NSU students. 2.The bright star hunting starts far below the NSU level. Each year in April there is a special event in Academgorodok -`Geologic Olympiad', where children of all Russian regions, as well as ex-Soviet republics are gathered together to submit their papers, to discuss most interesting geoscience problems and to win prizes for their knowledge. The youngest stars happen to be only 6-7 years old. The event is sponsored by NSU, UIGGM, and the Ministry of Natural Resources. The brightest geostars are grown from `Geologic Olympiad' participants. 3.There is special physics-mathematical high school in Academgorodok. Each summer this school gathers young stars from farthest Siberian and Far East regions and gives classes and seminars in mathematics, physics, chemistry and geology. As the result the most talented children become the students of this school (for two years). The school in turn supplies GGD with the students. 4.NSU has the study curriculum different from other universities in Russia. That is why the entrance examinations are much more difficult as compared to other schools and are taken in July (a month earlier then at other universities). However the entrance examinations are based on free competition and education at GGD is free. For example, to become a student of oil and gas geochemistry a young star should win a competition between nine young persons. 5.GGD scientific research program starts from course paper (second year of study), the next steps being Bachelor's and Master's dissertations and postgraduate course. The scientific advisors are most famous scientists from Academgorodok. Moreover, the GGD students have a possibility to take unique exclusive electives of most modern fields of science. 6.GGD is equipped by a good computer class and SGG workstation. Most computers were granted by Schlumberger, as a sign that best graduates in geosciences in Russia are from GGD NSU. So the students have free Internet access as well as they can use online web educational resources of GGD. The educational system of GGD does not use a conception `to teach something', but the conception `to teach how to learn'. At GGD a tutor has 5-6 students. For some electives and specialties there is one student - one tutor system. GGD students are able to have field practice in all Siberian and Far East regions, huge territory with unique geology. The NSU educational system is flexible enough, so that the graduates are able to adapt to any interdisciplinary science and can successfully work in other fields. The graduators work not only in oil companies and scientific institutions in Russia, but in such companies as Schlumberger, Halliburton, Shell, Total, De Beers, and others. The brightest GGD stars are even head-hunted. The NSU slogan is `WE WILL NOT MAKE YOU SMARTER, WE WILL TEACH YOU HOW TO THINK!'