T27 Effective Online Strategies for Teaching Geoscience at a Distance (Posters)

DESIGNING WEB-BASED ACTIVITIES TO PROMOTE INQUIRY IN EARTH, ENVIRONMENTAL, AND EARTH SYSTEMS SCIENCE EDUCATION

Paper number: T27-8
Program: Technical Sessions
Time: 8:00 AM – 12:00 PM

Authors

Abstract

Web-based inquiry (WBI) educational materials using authentic scientific resources including GIS maps, animations of scientific processes, digital imagery, and primary sources are ideal for Earth and environmental systems education. Recent Earth systems science reform initiatives emphasize the significance of developing thinking skills, data analysis skills, understanding real-world applications, and utilizing the power of technology in teaching and learning. We have designed Web-based instructional materials that takes advantage of using WBI activities to promote learning. WBIs are based on Inquiry and the National Science Education Standards' five “essential features” of scientific inquiry: pursuing a scientifically oriented question, collecting evidence related to that question, drawing conclusions based on that evidence, considering alternative conclusions, and communicating and justifying conclusions. WBIs require learners to use evidence and practices of the same type actual scientists use and emphasize reasoning and critical discussions of conclusions.

Our materials primarily focus on an in-depth study of environmental issues in the Lehigh River watershed. Course instruction uses a hybrid approach that includes Web-based learning activities, field trips, and face-to-face instruction. The instructional materials are designed to be portable to use in a variety of disciplines in select college level and secondary education courses that include geology, geography, environmental science, environmental studies, Earth system science, or ecology. Our session will highlight the design of science-technology-society role-playing debate simulations to learn about environmental issues pertaining to abandoned mine drainage and sinkholes; the use of Web-based GIS coverages to help learners understand the complex networks of interactions and dependencies within watersheds; and the use of Flash-based animations to assist in understanding the global carbon cycle.