Earth Science

Toward Youth Participatory Science: In Search of Science (Education) for the People

Frausto, A., Morales-Doyle, D., Fitch, A., Hatch, S., & Nagy, K. (2019, April). Toward Youth Participatory Science: In Search of Science (Education) for the People. Presentation at the annual international conference of NARST, Baltimore, MD.

Author/Presenter: 
Alejandra Frausto
Daniel Morales-Doyle
Alanah Fitch
Shelby Hatch
Kathryn Nagy
Year: 
2019
Short Description: 
These slides were presented at the 2019 Annual International Conference of NARST in Baltimore, MD.
Resource(s): 

Science Curriculum from the Grassroots

Morales-Doyle, D., Frausto, A., Childress Price, T., Chappell, M., & Hatch, S. (2019, April). Science curriculum from the grassroots. Presentation at the annual conference of the National Science Teachers Association, St. Louis, Missouri.

Author/Presenter: 
Mindy Chappell
Tiffany Childress Price
Alejandra Frausto
Shelby Hatch
Daniel Morales-Doyle
Year: 
2019
Short Description: 
These slides were presented at the 2019 Annual Conference of the National Science Teachers Association, St. Louis, Missouri.

Beyond PCK: Science Teachers Building Critical Historical Knowledge for Environmental Justice

Morales-Doyle, D., Frausto, A., Chappell, M.J., Childress-Price, T.L., Collins, D.A., Levingston, A., Aguilera, A., Canales, K., & Herrera, E. (2019, April). Beyond PCK: Science Teachers Building Critical Historical Knowledge for Environmental Justice. Presentation at the annual international conference of NARST, Baltimore, MD.

Author/Presenter: 
Daniel Morales-Doyle
Mindy Chappell
Tiffany Childress-Price
Alejandra Frausto
Darrin Collins
Adilene Aguilera
Karen Canales
Elizabeth Herrera
Amy Levingston
Year: 
2019
Short Description: 
These slides were presented at the 2019 Annual International Conference of NARST in Baltimore, MD.

How to support secondary school students’ consideration of uncertainty in scientific argument writing: A case study of a High-Adventure Science curriculum module

Incorporating scientific uncertainty as part of science teaching means acknowledging that there may be incomplete or potentially limited scientific information when scientists draw conclusions. In the geosciences, scientists routinely make inferences about the Earth based on observations of the present, and test those observations against hypotheses about Earth’s history and processes that are not readily observable.

Author/Presenter: 
Amy Pallant
Hee-Sun Lee
Sarah Pryputniewicz
Lead Organization(s): 
Year: 
2019
Short Description: 
In this article, authors discuss an online Earth science curriculum module called, “Will there be enough fresh water?” designed to engage students in thinking about uncertainty as part of writing scientific arguments.

Impact of Model‐based Science Curriculum and Instruction on Elementary Students' Explanations for the Hydrosphere

Developing scientific literacy about water systems is critical for K‐12 students.

Author/Presenter: 
Ben Baumfalk
Devarati Bhattacharya
Tina Vo
Cory Forbes
Laura Zangori
Christina Schwarz
Year: 
2018
Short Description: 
Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model‐based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5‐year, design‐based research project focused on the development, implementation, revision, and testing of an enhanced, model‐centered version of the Full Option Science System (FOSS) Water (2005) unit in third grade classrooms.

Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty

This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback to students. Data were collected from 343 middle‐ and high‐school students taught by nine teachers across seven states in the United States.

Author/Presenter: 
Hee‐Sun Lee
Amy Pallant
Sarah Pryputniewicz
Trudi Lord
Matthew Mulholland
Ou Lydia Liu
Year: 
2019
Short Description: 
This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments.

Integrating Geospatial Technologies in Fifth-Grade Curriculum: Impact on Spatial Ability and Map-Analysis Skills

This study explores the effects of geographic information systems (GIS) curriculum on fifth-grade students' spatial ability and map-analysis skills. A total of 174 students from an urban public school district and their teachers participated in a quasi-experimental design study. Four teachers implemented a GIS curriculum in experimental classes over six weeks while three teachers continued with regular teaching in control classes. Both groups completed pre- and post-tests measuring spatial ability and map-analysis skills.

Author/Presenter: 
May Jadallah
Alycia M. Hund
Jonathan Thayn
Joel Garth Studebaker
Zachary J. Roman
Elizabeth Kirby
Lead Organization(s): 
Year: 
2017
Short Description: 
This study explores the effects of geographic information systems (GIS) curriculum on fifth-grade students' spatial ability and map-analysis skills.

MEL Teaching Resources

The MEL project has developed a set of teaching resources to support the teaching of controversial and/or complex Earth and space science topics. Previously developed MEL teaching resources include those for climate change, earthquakes and fracking, wetlands use, and the formation of the moon. Current baMEL resources are under development for extreme weather, fossils and Earth's past, freshwater availability, and origins of the universe.

Author/Presenter: 
Doug Lombardi
Lead Organization(s): 
Year: 
2018
Short Description: 
The MEL project has developed a set of teaching resources to support the teaching of controversial and/or complex Earth and space science topics.

Engineering Encounters: Engineering a Model of the Earth as a Water Filter

This column describes creating a classroom culture for engineering. Noting the importance of infiltration in the water cycle and in the supply of essential groundwater led the authors to develop an engineering activity in which students are challenged to build a stackable filter using the Earth process of infiltration as a model.

Kilpatrick, J., Marcum-Dietrich, N., Wallace, J., & Staudt, C. (2018). Engineering Encounters: Engineering a Model of the Earth as a Water Filter. Science and Children.

Author/Presenter: 
Jonathon Kilpatrick
Nanette Marcum-Dietrich
John Wallace
Carolyn Staudt
Year: 
2018
Short Description: 
This column describes creating a classroom culture for engineering.

Scaffolding Scientific Thinking: Students’ Evaluations and Judgments during Earth Science Knowledge Construction

Critical evaluation underpins the practices of science. In a three-year classroom-based research project, we developed and tested instructional scaffolds for Earth science content in which students evaluate lines of evidence with respect to alternative explanations of scientific phenomena (climate change, fracking and earthquakes, wetlands and land use, and formation of Earth’s Moon).

Author/Presenter: 
Doug Lombardi
Janelle Bailey
Elliot Bickel
Shondricka Burrell
Year: 
2018
Short Description: 
Critical evaluation underpins the practices of science. In a three-year classroom-based research project, we developed and tested instructional scaffolds for Earth science content in which students evaluate lines of evidence with respect to alternative explanations of scientific phenomena. This paper documents a quasi-experimental study where high school Earth science students completed these instructional scaffolds, including an explanation task scored for evaluative levels, along with measures of plausibility reappraisal and knowledge.

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