A “Coprolitic Vision” for Earth Science Education

Abstract

William Buckland (1784–1846) first identified and scientifically studied coprolites in the early 1820s. Although some of his contemporaries did not look favorably upon him or his research, Buckland's early experiments advanced paleoecology and taphonomy. Because our informal presentations with coprolites resulted in students' spirited reactions, we investigated whether coprolite introduction, accompanied with its history of science, had potential for meaningful learning in K‐12 Earth Science classrooms. Practicing Earth Science teachers (N = 28) enrolled in an online paleontology course researched coprolites, identified potential student interest, and designed coprolite activities for their individual classrooms. Resulting projects were diverse and creative, and incorporated investigations into fossilization processes, paleoenvironments, food chains, and geologic time. In anonymous surveys, teachers indicated that their students' interest in coprolites is high. We propose inclusion of coprolites and their history in Earth Science classrooms as a portal to hook students' interest and as springboard to additional scientific topics.

Can the history of geology inform geoscience education and public reception of climate change? Lessons from the history of glacial theory

“…Buckland described in detail how he found evidence of glacial polish, scours, and erratics in Scotland and Wales, and was so successful an advocate of glacial theory that Professor Thomas Bonney (1833-1923) noted that it was Buckland's influence that led to recognition of former glaciations within the region (Gordon, 1894, p. 143). Buckland exhibited a scientific habit of mind in that he was able to change his position when additional data and experimentation forced revision of his hypotheses and opinions (Clary and Wandersee, 2014b); his scientific demeanor also extended beyond Agassiz's glacial theory proposal (Clary and Wandersee, 2011). Many of Buckland's colleagues were not as flexible, however, and the Geological Society of London hosted many debates concerning past ice ages (Woodward, 1907).…”

Technological Tools in Education: Actionbound Experience of Prospective Biology Teachers

“…Hence, plants stand as indispensable cornerstones for all vital ecosystems. As aptly noted by Clary and Wandersee (2011), 'Human existence is intricately intertwined with plants, providing essential sustenance, shelter, clothing, and the very air we breathe.' This emphasizes the urgency to accord greater significance to plants, given the declining biodiversity alongside escalating human demands.…”