professional development for k-12 teachers century college hamline university twin cities, minnesota...
TRANSCRIPT
Professional Development for K-12 Teachers
Century CollegeHamline University
Twin Cities, Minnesota
Earth Science Systems for Teachers
Earth Science Systems for Teachers
Younkyeong Nam and John Oughton
Department of Curriculum and Instruction
College of Education and Human Development
University of Minnesota
Background Earth Science knowledge has become
essential for a scientifically literate citizenry Teachers’ lack of knowledge in Earth Science
at both elementary and secondary level (20% of middle school and 72 % of high school ES teachers are certified) (The Council of Chief State School Officers (CCSSO), 2003).
The need for improving the teaching of Earth Science at both elementary and secondary level through professional development programs.
Metro Minnesota Underfoot: Earth History
Making Sense ofGeological Structures
Earth Science Systems for Teachers
Earth Science Systems for TeachersRock Elm Impact CraterPierce County, Wisconsin
The program, “Earth System Science for K-12 Teachers (ESST)” A summer professional development program
for urban science teachers Earth and environmental science education Culturally relevant science teaching Urban geologic and environmental resources Three sessions at June, July, an August July session was focusing on urban water
resources and water quality
Earth System Science Approachmain concepts of earth systems: 1) physical structure
of earth systems, 2) matter cycles and movements, 3) interactions between systems, 4) energy source, 5) geologic time and space scale, 6) human impacts
Global warming and urban climatological riskObservations of species in rivers and parks
Urban geologic and environmental resources Urban water resources - water quality test using lakes
and river water samples.Urban geology - land form analysis of the urban area,
fossil hunting in a regional park in the cityUrban environmental resources (e.g. Rain garden)
Earth Systems Science
1. Earth is whole and integrated as a system
2. Earth is a system, within a system, within a system, within a system
3. Matter Cycles 4. Energy Flows 5. Life Webs 6. Think Globally to Understand 7. Act and Prepare Locally to Protect
10
Teachers’ Knowledge of Urban Geology and Environment Urban teachers knowledge of urban geologic and
environmental resources is important for making their earth science teaching more relevant to their students (Cochran, DeRuiter, and King, 1999)
Urban teachers can easily engage urban students in science and improve their science achievement using local environments familiar to students (Davies, 2006)
Whatever linguistic and cultural background urban students have, the urban sites can be a common ground/place that students share their experience of natural world
Study Questions In what way, is the ESST program
contributing urban teachers’ perceptions about earth science teaching using systems approach? And how the urban teachers’ perception change
is reflected in their earth science lesson plans?
In what way, is the ESST program contributing urban teachers’ perceptions about using the practices of science in earth science teaching? And how is the teachers perceptions change
reflected in their earth science lesson plans?
Method A formative evaluation study (Fitzpatrick, Sanders,
and Worthen, 2004) Participants: Selected 11 (6 elementary and 5
secondary science) urban teachers Data Collection
Pre-Post lesson units (including at least 3 earth science lessons each)
Descriptions about the lessons Reflections about the program based on the structured
questions Data analysis
Lesson plan analysis using a modified Science Lesson Plan Analysis Instrument (SLPAI) developed by Penn Science Teacher Institute (Penn STI) (Jacobs, Martin, and Otieno, 2008) – Statistical analysis (paired T Test, P<.01)
Qualitative analysis of the teachers’ written artifacts
(A Modified SLPAI Items) 0 1 2 3
Alignment with Endorsed Practices (AEP) * * * *
Alignment with standardUse of urban geology and environmentAwareness of Earth Systems and Environmental literacy
Lesson Design and Implementation (1) -Earth System Perspective (ESP) * * * *
Goal orientation of ESPContent accuracyContent presentation using ESP(concept maps, models, real data)Pre- assessment using ESPMeaningful application using ESP (environmentally founded)Student reflection (formative evaluation of the lessons)Post-assessment using ESPUse of the Practices of Science (PUPS) * * * *
Nature of science (communication, socio political aspects of science)Student practitioners of scientific inquiryScience process skill (observation, analysis etc.)
Lesson Plan Analysis Tool
The ESST program’s impact on urban teachers’ perception change about Earth Science teaching using systems perspectives Improvement of interest in learning earth systems through
out door field experiences in urban area Improvement of knowledge of earth systems in urban
context “I’m shocked at how our living styles affect the water systems.
One change on the land effects the entire eco-system. The planners for the environment within cities really need to understand now their efforts to build up cities effects the earth and changes the land.”
Perception change of earth science teaching using urban environment
“learned that science is surrounding us even in urban settings. We don’t need fancy science labs or expensive fieldtrips to bring science to students in urban settings . ….I never realize how we can use the environment around us to help teach science”
The urban teachers’ earth science lesson using earth system perspectives.
Alignment with Endorsed Practices (AEP) 0 1 2 3Alignment with standard Pre * ** ********
Post ***********Use of urban Resources Pre ******** * **
Post ** *** **** **Awareness of ES and E literacy Pre ***** ** ** **
Post * * *********
Lesson Design and Implementation (ESP) 0 1 2 3Goal orientation of ESP Pre ** **** **** *
Post *** * *******Content accuracy Pre * **** ******
Post * ** ********Content presentation using ESP Pre ** ******** *
Post *** **** ****Pre- assessment using ESP Pre *** ***
Post *** **** ****Meaningful application using ESP Pre *** ******* *
Post * * *********Student reflection(formative evaluations)
Pre **** **** *Post *** ** ******
Post-assessment using ESP Pre **** **** * **Post ** *** ******
Paired T-test in ESS and using urban geology
Pre-lesson Post lesson Paired T test
Alignment with Endorsed Practices (AEP) Mean SD Mean SD P values
Alignment with standard 2.64 0.67 3.00 0.00 0.104
Urban Resources 0.64 1.21 1.55 1.04 0.043
Awareness of ES and Environmental literacy 1.09 1.22 2.73 0.65 0.005
AEP Average 1.45 0.73 2.42 0.88 0.026
Pre lessons Post lessons Paired T-test
Lesson Design and Implementation (1) (ESP) Mean SD Mean SD P values
Goal orientation of ESP 1.36 0.92 2.36 0.92 0.026
Content accuracy 2.45 0.69 2.64 0.67 0.553
Content presentation using ESP (concept map,
real data, models)
1.00 0.77 2.09 0.83 0.003
Pre- assessment using ESP 0.27 0.47 2.09 0.83 0.000
Meaningful application using ESP (connection to
environmental issues)
0.91 0.83 2.73 0.65 0.000
Student reflection (formative evaluation of the
lesson of ESS)
0.55 0.69 2.27 0.90 0.000
Post-assessment using ESP 1.09 1.14 2.36 0.81 0.008
ESP Average 1.09 0.53 2.36 0.71 0.000
Before the program, the urban teachers were thinking that they did not have enough experience to implement hands-on activities for earth science. What I’m not good at is the field experience…. My hope is that
through this program. I will be better equipped to go on those walking fieldtrips with my students and be able to tell them more about the samples we find than just saying. “ Oh isn’t that a pretty rock?”. I’ll have better ideas of places of doing science through the study of earth…… (9th)
After the program they feel more confidence of using field investigation or hands on activities using urban geology or environment topics. “I will do much more water testing now that I have some idea how
to do it. Before I took this class most of my instruction and nearly all the labs that I do came out of my teachers’ manual. Teaching about water was never very interesting to me, personally, before taking this course. That alone has made me very glad took this course! I’ll also stress more the conservation of water and natural resources.”
The ESST program’s impact on urban teachers’ perception of using the practices of science in earth science teaching
The urban teachers’ use of the practices of science in their earth science lesson plansUse of the Practices of Science 0 1 2 3 Nature of science Pre * *** ***** **
Post ** ** ******Student practitioners of scientific inquiry Pre ****** ** ** *
Post ** ***** ** ***Science process skills Pre *** ** ** ****
Post **** *******
Pre lessons Post lessons Paired
T test
Portrayal and Use of the Practices of
Science Mean SD Mean SD P values
Nature of science 1.73 0.90 2.18 1.08 0.176
Student practitioners of scientific inquiry 0.82 1.08 1.36 1.03 0.140
Science process skill 1.64 1.29 2.64 0.50 0.026
PUPS Average 1.64 0.73 2.23 0.55 0.034
Conclusion The ESST program affected the urban teachers’ lesson
plan design: they began to use more of an earth systems approach in teaching earth science and environmentally founded topics.
In the post lessons, they used more hands-on activities because they thought hands-on activities were more relevant to the urban students who have low background in science. But their use of the practices of science ( addressing nature of science, scientific inquiry, and science process skills ) has not changed significantly.
Throughout the program, the urban teachers showed an interest in learning about earth systems approach using urban geologic and environmental sites. However, there was not significant change in their lesson’s content accuracy in ESS as well as using urban geologic and environmental resource for their earth science teaching
We need to help urban teachers in the following areas:ESS curricula for K-6 students ES curricula using urban geology and
environment.Programs to improve teachers understandings
of urban places and student’ everyday life.Programs to understand teachers themselves
with regard to cultural identities and barriers between them and their students.
Urban teachers’ networks and mentor programs to share information or resources
