A Qualitative Case Study of an Exemplary Science Teacher's Earth Systems Education Experiences

Abstract

The purposes of this case study were (1) to explore one experienced teacher's views on Earth Systems Education and (2) to describe and document the characteristics of the Earth Systems Education (ESE) curriculum provided by an exemplary middle school science teacher, Dr. J. All the essential pieces of evidence were collected from observations, interviews with the experienced teacher and his eighth grade students, informal conversations, document analysis, and field notes. The NUD*IST for MS Windows was used for an initial data reduction process and to narrow down the focus of an analysis. All transcriptions and written documents were reviewed carefully and repeatedly to find rich evidence through inductive and content analysis. The findings revealed that ESE provided a conceptual focus and theme for organizing his school curriculum. The curriculum offered opportunities for students to learn relevant local topics and to connect the classroom learning to the real world. The curriculum also played an important role in developing students' value and appreciation of Earth systems and concern for the local environment. His instructional strategies were very compatible with recommendations from a constructivist theory. His major teaching methodology and strategies were hands-on learning, authentic activities-based learning, cooperative learning, project-based learning (e.g., mini-projects), and science field trips. With respect to his views about benefits and difficulties associated with ESE, the most important benefit was that the curriculum provided authentic-based, hands-on activities and made connections between students and everyday life experiences. In addition, he believed that it was not difficult to teach using ESE. However, the lack of time devoted to field trips and a lack of suitable resource materials were obstacles to the implementation of the curriculum. Implications for science education and future research are suggested.

A Review of Teachers' Pedagogical Content Knowledge and Subject Matter Knowledge for Teaching Earth System Concepts

“…Generally, as the teachers gain more content background, they have more confidence in regards to the content and consequently rely less on officially approved materials (Lantz and Kass, 1987), present more knowledge of related concepts (Chung, 2011;Harshweh, 1987), use more lectures to present new information (Carlsen, 1991;Dobey and Schafer, 1984), and ask high-level questions in problem solving situations (Barba and Robba, 1992;Carlsen, 1991;Lee, 2010).…”

Middle School Students' Understanding about Earth Systems to Implement the 2009 Revised National Science Curriculum Effectively

“…미국 이외에 독일에서는 '시스템으로서의 지구'에 초점을 두고 시 스템 사고 능력배양을 중요 목표로 하여 과학 수업 과 야외학습현장에 적용하고 있다 (Hlawatsch et al, 2003). 이스라엘에서도 많은 연구 결과를 바탕으로 지구계와 관련된 교육과정을 개발하여 적용하고 있으 며, 프랑스의 경우도 지구시스템과학에서 강조하고 있는 지권, 수권, 대기권 등의 상호작용과 지구환경 문제, 지구환경변화, 자연재해 등의 내용들이 다루어 지고 있다 (신동희 외, 2005;김찬종 외, 2008;Benzvi-Assaraf and Orion, 2005a, 2005b, 2010. (김윤지 외, 2009;오현석과 김찬종, 2010;Lee, 2010;Mayer et al, 2007 (Mayer, 1991b;Mayer and Fortner, 1995 (Mayer, 1991b;Mayer and Fortner, 1995)과 오하이오주립대에서 개발한 지구계 교육프로그램인 Earth Systems-Education Activities for Great Lakes Schools(ES-EAGLS)에서 추출되었다 Fortner et al, 1995;Fortner and Miller, 1997;Fortner et al, 1997aFortner et al, , 1997b (Mayer, 1991b;Mayer and Fortner, 1995 Table 1.…”

The Impact of a Professional Development Program on Urban Teachers' Lesson Planning Using Urban Geologic Sites

“…The associated necessity of education for ESS has been reflected in the numerous system oriented education projects, the US national science standards (e.g., Global Learning and Observation to Benefit the Environment (GLOBE), Earth System Science Education for the 21st Century (ESSE21)). Therefore, earth science teachers need a sound foundation in these major ideas to choose and develop sound earth science lessons (Lee, 2010;Loucks-Horsley and Matsumoto, 1999).…”