Engaging Undergraduates in the New York City S-SAFE Internship Program: An Impetus to Raise Geoscience Awareness

Blake, Reginald; Liou-Mark, Janet; Blackburn, N.; Chan, Christopher; Yuen-Lau, Laura

doi:10.5408/14-040.1

Cited by 16 publications

(1 citation statement)

References 9 publications

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“…Research in geoscience education highlights the role of perceived relevance of science content in supporting interest in science learning (Kraft, Srogi, Husman, Semken, & Fuhrman, 2011); direct experience practicing discipline-specific skills in building selfefficacy (Streule & Craig, 2016); and the application of Earth science content in problem solving leading to shifts in perceived value of the content (Blake, Liou-Mark, Blackburn, Chan, & Yuen Lau, 2015). Students are motivated to learn geoscience content (interest) when they feel connected to it (Kraft et al, 2011).…”

Section: Background and Purposementioning

confidence: 99%

Towards a Geoscience Pedagogy: A Socio-Cognitive Model

Burrell¹

2017

Geological Society of America Abstracts With Programs

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Students attending schools in poor and historically marginalized communities lack access to curricula that combines both relevant science content and investigative practices-components the National Research Council (2012) has identified as necessary for effective learning. This lack of curricular access is also problematic in that it: (1) undermines student interest and value of the discipline; (2) fails to educate students about science issues relevant to their lived experience; and (3) hinders student preparation to convert science content into actionable knowledge (Basu & Barton, 2007; Buxton, 2010; Brkich, 2014). I have designed a pedagogical model for geoscience learning as an attempt to address this educational opportunity gap. Geoscience as a content area is particularly important because students attending schools in poor and historically marginalized communities are more likely to be exposed to poor indoor and outdoor air quality (Pastor, Morello-Frosch & Sadd, 2006), have access to poor quality drinking water (Balazs, Morello-Frosch, Hubbard, & Ray, 2011; Balazs & Ray, 2014), and attend schools located near or on brown fields (areas of high exposure to environmental hazards) (Pastor, Sadd & Morello-Frosch, 2004). Given an overall concern for environmental justice (Pais, Crowder & Downey, 2014) and more specific concerns about recent cases of water quality in Flint, Michigan (BBC, 2016) and the greater Philadelphia area (Milman & Glenza, 2016; Rumpler & Schlegel, 2017), the topic of water quality has curricular relevance and potential to engage students in learning geoscience. Based on the pedagogical model, I designed both a water-quality themed transformative learning experience (intervention), and a comparison experience focused on exploration of geoscience careers. Each experience consisted of activities totaling 220 x

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Section: Background and Purposementioning

confidence: 99%