New Materials for the Undergraduate Classroom to Build Pre-Service Teachers’ NGSS Skills and Knowledge

Friday, 19 December 2014: 2:55 PM
Anne E Egger1, Aida A. Awad2, Kathryn A Baldwin3, Stuart J. Birnbaum4, Monica Z Bruckner5, Susan M DeBari6, Jennifer Dechaine1, James R Ebert7, Kyle R Gray8, Rodger Hauge9, Scott R Linneman6, Julie Monet10, Jeff Thomas11 and Gary Varrella3, (1)Central Washington University, Ellensburg, WA, United States, (2)Maine East High School, Science Department, Park Ridge, IL, United States, (3)Washington State University, Pullman, WA, United States, (4)University of Texas at San Antonio, Geological Sciences, San Antonio, TX, United States, (5)Carleton College, Northfield, MN, United States, (6)Western Washington University, Bellingham, WA, United States, (7)SUNY College at Oneonta, Kinderhook, NY, United States, (8)University of Northern Iowa, Cedar Falls, IA, United States, (9)Eastern Washington University, Cheney, WA, United States, (10)California State University Chico, Chico, CA, United States, (11)Central Connecticut State University, New Britain, CT, United States
As part of InTeGrate, teams of 3 instructors at 3 different institutions developed modules that help prepare pre-service teachers to teach Earth science aligned with the NGSS. Modules were evaluated against a rubric, which addresses InTeGrate’s five guiding principles, learning objectives and outcomes, assessment and measurement, resources and materials, instructional strategies and alignment. As all modules must address one or more Earth-related grand challenge facing society, develop student ability to address interdisciplinary problems, improve student understanding of the methods of geoscience, use authentic geoscience data, and incorporate systems thinking, they align well with the NGSS. Once modules passed the rubric, they were tested by the authors in their classrooms. Testing included pre- and post-assessment of geoscience literacy and assessment of student learning towards the module goal; materials were revised based on the results of testing.

In “Exploring Geoscience Methods with Secondary Education Students,” pre-service science teachers compare geoscientific thinking with the classic (experimental) scientific method, investigate global climate change and its impacts on human systems, and prepare an interdisciplinary lesson plan that addresses geoscience methods in context of a socioscientific issue. In “Soils and Society,” pre-service elementary teachers explore societal issues where soil is important, develop skills to describe and test soil properties, and create a standards-based Soils and Society Kit that consists of lessons and supporting materials to teach K-8 students about a soil-and-society issue. In “Interactions between Water, Earth’s Surface, and Human Activity,” students explore the effects of running water on shaping Earth’s surface both over geologic time and through short-term flooding events, and produce a brochure to inform citizens of the impact of living near a river.

The modules are freely available at http://serc.carleton.edu/integrate/teaching_materials/modules_courses.html and include Instructor Stories, where each author describes how they adapted the module to their teaching environment. The goal of showing different implementations of the materialst is to facilitate adoption and adaption beyond the team of authors.