Development and Implementation of a Field-based Inquiry-focused Geoscience Course for
Pre-Service Teachers: A Plan to Improve Geoscience Education K-16

This two-year project addresses the national need for qualified Earth science teachers and the improvement of geoscience education at all educational levels. We will develop, implement, and evaluate a 3-week field-based, inquiry-focused geoscience course. The course comprises three integrated components: geoscience fieldwork in Nebraska and Wyoming, teaching methods, and a school practicum experience. The field component will provide geoscience content knowledge. The methods components will provide the opportunity, skills and materials for pre-service students to produce and implement inquiry-based activities directly from their experiences in the field. The primary target in this effort is pre-service education students. However, in-service teachers will be involved in the methodology components, and they will work with pre-service teachers in co-developing and implementing activities and lessons for a middle school classroom. The project includes a comprehensive research and evaluation plan to identify and capitalize on effective teaching and learning practices that will lead to a long-term strategy to impact geoscience education in the K-16 environment. By demonstrating the effectiveness of field- and inquiry-based pedagogy on pre- and in-service teachers and, in turn, on middle school students, the goal is to improve the quality of geoscience education at all levels and to develop a comprehensive model of best geoscience education practices, which can serve as a guide for other higher education institutions and public schools.

This project will provide valuable understanding of how field study, inquiry pedagogy, and practicum experiences can best be designed and implemented to improve pre-service teacher training. The interdisciplinary project team, representing two major universities and including geoscientists, science educators, educational researchers, and K-12 educators, is ideally positioned to undertake this project. The team's inquiry-based geoscience field course piloted during summer 2004 provided the necessary groundwork for refinement of an optimal course model. The unique integration of field work, pedagogy instruction, and classroom implementation activities provides an innovative geoscience learning environment to support the acquisition of geoscience expertise and pedagogical skills. Results will extend earlier studies on field-based geoscience education and the implementation and assessment of inquiry-based science classrooms. NSF intellectual merit criterion will be addressed by establishing a new culture of collaboration between educators and scientists, training both pre- and in-service teachers in the implementation and assessment of geoscience inquiry-based instruction, and contributing to the growing body of geoscience education literature.

The project focus is on promoting geoscience teaching, training, and learning of pre-service teachers, but it will also target effective strategies for in-service teachers and middle school students. A predominantly Hispanic population of middle school students provides a unique opportunity to study and document what types of instructional strategies are effective for this population group. Project materials, papers, lesson plans, media and ancillary materials will be widely disseminated to both education and geoscience audiences through conferences, journals, web-based data repositories, and professional organizations. The long-term goal is to develop and disseminate a comprehensive K-16 geoscience education model, which can serve as a guide for other higher education institutions and public schools and contribute to an educated public with knowledge and understanding of essential Earth science concepts and the value of the Earth system.

For additional information on this investigation please contact:

Dr. Richard Levy, Dr. David Harwood, or Dr. Gwen Nugent

Project Key Investigators: Richard Levy, David Harwood, Gwen Nugent, and Gina Kunz (Co-PIs)