Geoscience Reference
In-Depth Information
Education Driver
Challenges facing science education have been well articulated in a number of
documents (e.g.,
Shaping the Future
(AGU, 1997) and
Geoscience Education: A
Recommended Strategy
(NSF, 1997)). They recommend adopting an ESS approach for
teaching the geosciences, integrating research experiences into curricula, employing
contemporary pedagogies, and making appropriate use of educational technologies.
Science education should also be about teaching students the language of science and
providing students with opportunities to engage in scientific inquiry and investigation
(Lemke, 1990).
Shaping the Future
also calls for an inquiry-based approach to science education.
For example, hands-on, learner-centered education in meteorology depends on the
availability of meteorological data and analysis and display tools of high quality. By
supplying these data and tools, programs like Unidata have been instrumental in trans-
forming learning in the atmospheric sciences. Digital libraries (exemplifi ed by efforts
like the National Science Digital Library (NSDL) and the Digital Library for Earth
System Education (DLESE)) augment web-based learning resources with high-quality
data resources that can be embedded in interactive educational materials. The Internet-
based tools also open data access for faculty and students at small colleges where
little system administration support is available for the installation of advanced data
systems and applications. Engaging students with real-world data is a powerful tool
not only for motivating students but also helping them learn both scientifi c content
and principles and the processes of inquiry that are at the heart of science (Manduca,
2002). Earth science education is uniquely suited to drawing connections between the
dynamic Earth system and important societal issues and making science relevant to
students. Recent catastrophic events like the 2004 Indian Ocean tsunami, Hurricane
Katrina, and the October 2005 earthquake in Northern Pakistan are three stark exam-
ples that drive home this point. These events also heavily underscore the importance
of multidisciplinary integration and synthesis of data from the various Earth science
disciplines. Working with such real-world events and actual data can place learning in
a context that is both exciting and relevant. Another example is providing connections
between classroom instruction and students' experience with their local environment
(e.g., diurnal temperature changes and seasons), major weather events (e.g., tornadoes,
hurricanes, blizzards), and climate events (e.g., global warming).
In essence, signifi cant strides in advancing Earth science education can be made
by incorporating new teaching techniques, active learning strategies, IT, and integrat-
ing real-world Earth and space science data into our curriculum. To accomplish these
objectives, students will need to have opportunities for genuine inquiry and hands-on
experience, so that the excitement of discovery is infused into all courses while stu-
dents gain experience in the process of science. A critical component of successful
scientifi c inquiry includes learning how to collect, process, analyze, and integrate data.
Innovative data services that promote this perspective on student learning are needed
and should be integrated into Earth science education at all levels.
The richness of students' exploration and experience depends, among other things,
on the quality of the data available and the tools and technology they use. To that end,