5 Enhancing Professional Development for Earth Science Teachers (Posters)

Monday, 14 March 2005
8:00 AM - 12:00 PM

DEVELOPING ON-LINE AND CD LEARNING TOOLS TO ASSIST NEW K-12 EARTH SCIENCE TEACHERS

Paper number: 5-20
Program: THEME SESSIONS
Time: 8:00 AM – 12:00 PM

Authors

Abstract

Many K-12 science educators teach classes outside their primary area of expertise. This can be a daunting task, particularly for earth science classes where basic activities such as mineral identification and field trips are costly, logistically difficult to organize, and require familiarity with techniques and concepts not covered in other sciences. While the availability of web-based lesson plans and student-centered activities for geology continues to expand, few resources are designed to promote both student and teacher learning. We are currently developing a collection of learning tools in earth science (LTES) that utilize still imagery, digital video and other media to integrate introductory laboratory and field activities in ways appropriate for teaching earth science at a variety of educational levels.

This presentation provides an overview of “mineral identification” and “virtual field trip” (VFT) modules in LTES. The mineral module includes high-quality digital video explanations of mineral identification and standard physical tests such as luster determination, hardness, fracture and cleavage and other tests (e.g. density, reaction with acid, magnetism, etc.). In addition, users can select a mineral from a virtual mineral box and perform these tests. In order to facilitate learning, both for teachers and students, we are also developing a “mineral wizard” that guides users through the identification process. Our VFT module includes opportunities to undertake video-based VFT’s examining glacial landforms and bedrock exposures in Eastern Connecticut as well as exploring a variety of sampling techniques for studies in CT, GA, and Greenland. Expert commentary from contributing faculty are presented either as mini movies (up to 16 minutes in length), or as video vignettes designed to be integrated directly into class. Current efforts focus on building pdf exercises to accompany VFT’s, and refining video streaming approaches so as to improve access to indivuals with braodband internet connections.