43 Geoscience Outreach and Engagement

Tuesday, 17 April 2018
1:30 PM - 5:30 PM
Room 230/240

BRIDGING THE GAP: USING GEOCHEMICAL DATA TO INTEGRATE GEOLOGY AND CHEMISTRY IN K-12 CLASSROOMS

Paper number: 43-3
Program: Theme Sessions
Time: 2:10 PM – 2:30 PM

Authors

Abstract

State and national standards for K-12 increasingly call for integration of content across science disciplines. Teachers need relevant professional development opportunities in which they learn to integrate content and scientific research in data-driven lessons for their students. The National Science Foundation sponsored Bridging the Gap workshop held in August 2017 at the Michigan Geological Repository for Research and Education at Western Michigan University provided local teachers with an opportunity to integrate geology, chemistry, and physics content through the use of hand-held x-ray fluorescence (XRF). Fifteen middle and high school earth science, chemistry, and physics teachers with a wide range of experience participated. A socioeconomic and racially diverse cross-section of Michigan schools (public, private, charter, rural, urban) was represented. The WMU facilitators included geosciences and science education faculty, graduate students, and administrators.

The morning session provided basic overviews and discussions on the chemistry of earth materials, x-ray fluorescence theory and technology, and Michigan geology. The afternoon session focused on hands-on, data-driven activities and discussions about using geochemical data to facilitate student learning in key areas related to the Michigan K-12 Science Standards. The workshop emphasized graphical analysis, math literacy, and using data-driven exercises to test hypotheses about various geologic materials. One of the more popular activities, “Get to Know Your Pet Rock,” allowed teachers to analyze the elemental composition of a personal mineral or rock sample. Digital versions of the lectures, activities, and geochemical datasets presented at the workshop were provided for the teachers to use in their own classrooms.

Based on data collected from a post-workshop survey, the combination of discussion and hands-on, data-driven activities improved participating teachers’ knowledge of: (1) integrating geological applications into chemistry and physics courses; (2) increasing the focus of quantitative data analysis (graphing, analysis, interpreting) in STEM courses; and (3) the role of interdisciplinary activities, like those presented in the workshop, in helping to meet state standards and improve assessment scores.

Geological Society of America Abstracts with Programs. Vol. 50, No. 4

doi: 10.1130/abs/2018NC-312546

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