39 D8. Geoscience Education

Saturday, 21 March 2020
1:30 PM - 5:30 PM
Lake Audubon

PREPARING TEACHERS NEW TO THE EARTH SCIENCE CLASSROOM: CHALLENGES AND SUCCESS STORIES FROM A FIVE YEAR ONLINE PROGRAM

Paper number: 39-2
Program: Technical Sessions
Time: 1:35 PM – 1:55 PM

Authors

Abstract

Since 2014 the American Geosciences Institute has offered an online Earth Science training program to address the needs of in-service High School teachers new to the teaching of Earth Sciences. Specifically addressed are deficiencies in the content knowledge, an understanding of the systems approach, the use of video resources in the classroom, experiences in using Earth Science lab exercises, and the confidence to find and use geoscience resources online. Participation in the course is not restricted to those with little Earth Science background; each offering has had teachers with Geoscience degrees and even working experience as geologists. This addresses a frequently-recognized issue: no access to experienced teachers with whom to share knowledge and ideas. Earth Science literacy is reinforced through video lectures, readings, and multimedia resources from reliable resources. Applications exercises and demonstration videos prepare teachers to implement three-dimensional learning through classroom and lab activities. A weekly discussions forum focused on themes related to integrating core ideas, scientific and engineering practices, and crosscutting concepts in science produces a portfolio of shared lesson plans and ideas about best teaching practices. Recent developments include a sustainable network among teachers and instructors to support classroom implementation. Local geological society outreach committees are part of the network, sponsoring tuition and textbooks and serving as local geoscience content mentors.

Results show positive and consistent gains in pedagogical content knowledge, based on pre- and post-course testing across multiple content topics and strands. With 5-7.5 hours work per week during the 14-week course, teachers left with a far greater level of confidence in their ability to teach in both familiar and previously unfamiliar content areas, and in their ability to consult other teachers on particular topics. Our data show the positive effects of small, online, synchronous group teaching in terms of teachers’ development of earth science literacy, resource discovery, and usage. Given the challenges facing the Earth Science teacher population, the effectiveness of straightforward online teaching should neither be overlooked, understated, or under-supported.

Geological Society of America Abstracts with Programs. Vol. 52, No. 2

doi: 10.1130/abs/2020SE-344980

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