GEOSCIENCE GEOSCIENCE EducationEducation

How Will We Know When We How Will We Know When We Are Successful?Are Successful?

HOW THE HECK HOW THE HECK SHOULD I KNOW?!SHOULD I KNOW?!

The purpose of my The purpose of my presentationpresentation

is not …is not …To entertain or to educate, but to challenge

and hopefully give pause to think about what it means to be a geoscience educator, the high level of importance that we have to the future of science, where we fit within the realm of general science education, and ask yourself two questions:

Are we heading in the right direction?Are we playing to our strengths?

Answer the followingAnswer the following

• The problem(s) with Earth Systems Education today is _____________, and can only be solved by ____________.

This is a “Think-Pair-Share” Exercise

Issues and AnswersIssues and Answers

• List ALL the areas of science education where Earth Systems Science lags behind other fields of science education (Physics, Chemistry, Biology, etc.)

• List ALL the areas of science education where Earth Systems Science leads other fields of science education (Physics, Chemistry, Biology, etc.)

Examples of where we leadExamples of where we lead

• Media– Discovery Channel– National Geographic Channel– Science Channel– Weather Channel

• Museums, Science Education Centers, and Aquaria, National Parks and other recreational activities (e.g., boating)

And what about …And what about …

•The Digital Library System?

And, we haveAnd, we have

DATA!!!!!!We can bridge research and education in ways that other science fields cannot.

Answer the followingAnswer the following

•“When we have completed all our work, Earth Systems Science Education will …”

““The problem vexing a great The problem vexing a great deal of human thought is the deal of human thought is the general belief that a fault line general belief that a fault line

exists between the natural exists between the natural sciences…and the sciences…and the

humanities…. I believe the humanities…. I believe the solution to the problem is a solution to the problem is a

recognition that this boundary recognition that this boundary is not a fault line.”is not a fault line.”

Edward O. Wilson, Harvard University, 2003

““The Problem With The The Problem With The Geosciences Is That We Do Geosciences Is That We Do NotNot Speak With One Voice” Speak With One Voice”

-George Sayre-George SayreExxonMobilExxonMobil

Can you name …Can you name …

• Five people with Ph.D. in “Geoscience Education” Are they here?

• Five people who are working to connect cognitive science with Earth Systems education (e.g., “How People Learn”)? (and you are not allowed to use Kim Kastens as one of your answers)

• Name five federal employees for whom you can honestly say: “This person really understands the needs of the Geoscience Education community” (you cannot use Bob Ridky).

““Those who have the ability Those who have the ability to be our voices are too to be our voices are too

often silent in representing often silent in representing our field to the science and our field to the science and

science education science education communities.”communities.”

Frank Hall, 2006

At the Business Higher At the Business Higher Education Forum…Education Forum…

• There is NO representative from ANY Geoscience-based industry!

Where are the Geoscience Where are the Geoscience Industries?Industries?

ExxonMobil: Community ExxonMobil: Community EffortsEfforts

• ExxonMobil_Foundation• Mickleson

Question: Where’s the Earth Science?

In his book “The World Is Flat”, In his book “The World Is Flat”, NONO where does Thomas where does Thomas

Friedman sayFriedman say

““The flat Earth is comprised The flat Earth is comprised of a series of of a series of

interconnected systems interconnected systems that include the that include the hydrosphere …”hydrosphere …”

However,However,

• Friedman, without directly stating it, DOES talk about the intricacies of a systems-based approach to the global economy, including significant advances resulting from the Internet, such as supply chains.

Example: United Example: United TechnologiesTechnologies

Carrier

Hamilton Sundstrand

Otis

Pratt and Whitney

Research Center

Sikorsky

UTC Fire and Security

UTC Power

Within the corporate structure, global companies such as UTC need people who come in aware of systems’ constructs. If we are truly Earth “Systems” Science educators, we can argue that we can use the natural world to teach students about systems at early ages and continue this education until they become adult professionals.

Is a “systems approach” our strength? If so, why are we not out there letting everyone know?

I use UTC only as an example without infringing on their trademark.

Do we not have the ability Do we not have the ability to get people to understand to get people to understand

the fundamentals of the fundamentals of “systems approaches” to “systems approaches” to

problem solving, at an early problem solving, at an early age, using topics that are of age, using topics that are of

interest, i.e., the planet interest, i.e., the planet upon which they live?upon which they live?

US Ocean Commission: US Ocean Commission: “A Blueprint For Change”“A Blueprint For Change”

Ecosystem-based Management: U.S. ocean and coastal resources should be managed to reflect the relationships among all ecosystem components, including humans and non-human species and the environments in which they live.Applying this principle will require defining relevant geographic management areas based on ecosystem, rather than political, boundaries.

Do we view ourselves as Do we view ourselves as “Earth Systems Scientists”?“Earth Systems Scientists”?

• Or as a series of discrete subject areas that comprise the “Earth System”?

• Do other fields of science recognize us as “Earth Systems Scientists” or “Earth Scientists”

My Own Personal Bias …My Own Personal Bias …

OMEGA Science

(Oceanography Meteorology Environmental

Science Geology Astronomy)

-Term coined by Ken Lourdy. Kean University, 1972

What about Agriculture. Geography, etc.?

Why do we accept “lies” Why do we accept “lies” about us?about us?

•“Chemistry Physics and Biology are the foundation courses for Earth Science and must therefore be taken before a student can understand it”.

Earth Science FIRST!Earth Science FIRST!

• On the contrary! The Earth Sciences connect to the natural curiosity that people have with their environments. If ANYTHING, the Earth Sciences should be viewed as the FOUNDATION courses for Chemistry Physics and Biology.

• Gardner discusses “Naturalistic” as an “Intelligence”, not CPB.

““Uncle Tungsten”Uncle Tungsten”

• Oliver Sacks chronicles how mining and the study of minerals gave rise to chemistry and the chemical industry

• Ask a chemistry major where lab chemicals come from. “Fisher Scientific”

““Never Cry Wolf” (Farley Never Cry Wolf” (Farley Mowat)Mowat)

• Where would the field of Biology be if it was not for the early Naturalists?

Environmental Science was Environmental Science was NOT started by Rachel NOT started by Rachel

Carson!Carson!

•“The present is the key to the past”

•Hutton and Uniformitarianism

Questions:Questions:

• Are we as a community of geoscience educators playing to our strengths?

• Are we being perceived outside of our field as a group that can positively impact science education overall?

• What are some of the compelling issues with which we must contend today and in the future?

The College Board …The College Board …

• Just received a $1.8 million grant from NSF to revamp its AP science, starting with Biology– Biology– Chemistry– Physics– Environmental Science

• Question: how much of that $1.8 million will be remaining by the time they get to Environmental Science?

Recent NRC ReportsRecent NRC Reports

• “How People Learn”• “Rising Above The Gathering

Storm”

How People LearnHow People Learn“Learners of all ages are more motivated when they can see the usefulness of what they are learning and when they can use that information to do something that has an impact on others—especially their local community.”

“Curricula that emphasize an excessively broad range of subjects run the risk of developing disconnected rather than connected knowledge; they fit well with the idea of a curriculum as being a well-worn path in a road. An alternative metaphor for curriculum is to help students develop interconnected pathways within a discipline so that they ‘learn their away around in it’ and not lose sight of where they are.”

Rising Above The Gathering Rising Above The Gathering StormStorm

“10,000 Teachers, 10 Million Minds and K-12 Science and Mathematics Education”

Gathering Storm: Action Gathering Storm: Action ItemsItems

• Annually Recruit 10,000 science and mathematics teachers by awarding 4-year scholarships and thereby educating 10 million minds

• Strengthen the skills of 250,000 teachers through training and education programs at summer institutes, in master’s programs, and in Advanced Placement (AP) and International Baccalaureate (IB) Training programs

• Enlarge the pipeline of students who are prepared to enter college and graduate with a degree in science engineering or mathematics by increasing the number of students who pass AP and IB science and mathematics courses

For the HigherFor the HigherEducation Community …Education Community …

• 1. Science, mathematics, and engineering departments at two- and four- year colleges and universities should assume greater responsibility for offering college-level courses that provide teachers with strong exposure to appropriate content and that model the kinds of pedagogical approaches appropriate for teaching that content.

• 2. Two- and four-year colleges and universities should reexamine and redesign introductory college-level courses in science and mathematics to better accommodate the needs of practicing and future teachers. [They] should assume primary responsibility for providing professional development opportunities to experienced teachers of science, mathematics, and technology. Such programs would involve faculty from science, mathematics, and engineer-

Hall and Buxton, 2004Hall and Buxton, 2004

• Developed a model for the preparation of elementary-middle school teachers using Earth Systems Themes at the University of New Orleans

• At UNO, the chair of the re-design subcommittee for science and mathematics training of teachers was from the College of Sciences, Department of Geology & Geophysics, not the College of Education.– The subcommittee included end member

stake holders.

When will we be successful?When will we be successful?

• When our leadership recognizes that there is an active community of geoscience educators who are actively engaging science education who must be included in the dialogue,

• When the connections between the science and science education communities within our field are allowed to foster and grow, within formal and informal settings beyond that which is targeted for funding, and

• When it is recognized that Earth Systems Science approaches enhance the learning of other field of STEM, and provides the US with a competitive advantage.