Earth Science

How can museums help teachers with the NGSS?

Released in 2013, the Next Generation Science Standards have the potential to revolutionize science education in the United States, requiring a very different way of thinking about learning and teaching science. Now is the opportune moment to prepare teachers for these new approaches to science instruction and classroom assessment and introduce them to the types of curriculum resources needed to implement the NGSS successfully. What are these teaching resources and professional development needs?

Author/Presenter: 
Jim Short
Year: 
2014
Short Description: 

This article describes the role of museums in supporting schools and teachers in addressing the demands of the NGSS.

Preparing new science teachers for high-need schools

In 2012, the American Museum of Natural History (AMNH) in New York City launched the Master of Arts in Teaching (MAT) Urban Residency Program. The AMNH recruits Earth science majors from across the United States who are motivated to teach in high-need schools in New York State. Developing a teacher preparation program from scratch is a tall order, and the museum is learning a tremendous amount from its pilot effort.

Kinzler, R. & Macdonald, M. (2014, January-February). Preparing new science teachers for high-need schools. Dimensions Magazine, 27.

Author/Presenter: 
Rosamond Kinzler
Maritza Macdonald
Year: 
2014
Short Description: 

In 2012, the American Museum of Natural History (AMNH) in New York City launched the Master of Arts in Teaching (MAT) Urban Residency Program. Developing a teacher preparation program from scratch is a tall order, and the museum is learning a tremendous amount from its pilot effort.

A balancing act in third space: Graduate-level earth science in an urban teacher-residency program

This article describes a museum-based urban teacher-residency (UTR) program's approach to building subject-specific content knowledge and research experience in Earth Science teacher candidates. In the museum-based program, graduate-level science courses and research experiences are designed and implemented specifically for the UTR by active Earth and Space research scientists that account for almost half of the program's faculty.

Author/Presenter: 
N. Alex Zirakparvar
Year: 
2015
Short Description: 

This article describes a museum-based urban teacher-residency (UTR) program's approach to building subject-specific content knowledge and research experience in Earth Science teacher candidates.

Informal science institutions and learning to teach: An examination of identity, agency, and affordances

Informal science education institutions play an important in the public understanding of science and, because of this are well-positioned to positively impact science teacher education. Informal science institutions (ISIs) have a range of affordances that could contribute to learner-centered science teacher identity development. This article describes research from a clinical experience in a museum where teacher candidates engaged visitors in learning dialogs around objects on a moveable cart in an exhibit.

Author/Presenter: 
Jennifer D. Adams
Preeti Gupta
Year: 
2015
Short Description: 

This article describes research from a clinical experience in a museum where teacher candidates engaged visitors in learning dialogs around objects on a moveable cart in an exhibit. We describe how working in informal settings and learning to use the affordances of that setting supports aspiring teachers to connect theory to practice in ways that developed Spielraum in that is student-centered, responsive to the needs of learners, and allows for the imagination future selves and classrooms that are conducive to maintaining these identities.

Breaking Dichotomies: Learning to Be a Teacher of Science in Formal and Informal Settings

This chapter examines the affordances of museum resources in informal settings and how they shape science teacher identity. More specifically, this chapter discusses how residents learning how to teach in school settings leverage experiences of learning to teach in museum settings. 

Gupta, P., Trowbridge, C., & Macdonald, M. (2016). Breaking dichotomies: Learning to be a teacher of science in formal and informal settings. In L. Avraamidou & W. M. Roth (Eds.), Intersections of formal and informal science (pp. 178-188).New York, NY: Routledge.

Author/Presenter: 
Lucy Avraamidou
Wolff-Michael Roth
Year: 
2016
Short Description: 

This chapter examines the affordances of museum resources in informal settings and how they shape science teacher identity.

High school students’ evaluations, plausibility (re) appraisals, and knowledge about topics in Earth science

Evaluation is an important aspect of science and is receiving increasing attention in science education. The present study investigated (1) changes to plausibility judgments and knowledge as a result of a series of instructional scaffolds, called model–evidence link activities, that facilitated evaluation of scientific and alternative models in four different Earth science topics (climate change, fracking and earthquakes, wetlands and land use, and the formation of Earth’s Moon) and (2) relations between evaluation, plausibility reappraisal, and knowledge.

Author/Presenter: 
Doug Lombardi
Elliot S. Bickel
Janelle M. Bailey
Shondricka Burrell
Lead Organization(s): 
Year: 
2017
Short Description: 

Evaluation is an important aspect of science and is receiving increasing attention in science education. The present study investigated (1) changes to plausibility judgments and knowledge as a result of a series of instructional scaffolds, called model–evidence link activities, that facilitated evaluation of scientific and alternative models in four different Earth science topics (climate change, fracking and earthquakes, wetlands and land use, and the formation of Earth’s Moon) and (2) relations between evaluation, plausibility reappraisal, and knowledge.

Graphing Research on Inquiry with Data in Science (GRIDS) Curricular Units

Three middle school science curricular units on the topics of genetics, ocean biodiversity & discourse, and solar ovens & design critiques:
Author/Presenter: 
GRIDS
Year: 
2017
Short Description: 

Three middle school science curricular units on the topics of genetics, ocean biodiversity & discourse, and solar ovens & design critiques.

Resource(s): 

Leveraging Open Source Tools across NSF-funded Projects: Partnerships, Integration Models, and Developer Communities

STEM Categorization: 
Day: 
Fri

Discuss the potential utility of CODAP and other open source tools in your work, effective cross-project partnerships, and supporting developer communities around open source materials.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

Goal: Participants will explore the spectrum of “working together” from collaboration to community. Alongside participant examples, CODAP will be used as a model to explore the range of possibilities.

Objectives: That participants

Session Types: 

Scientific Modeling across the K–12 Continuum: Alignment between Theoretical Foundations and Classroom Interventions

STEM Categorization: 
Day: 
Thu

Explore methods and challenges associated with supporting and evaluating scientific modeling in K–12 classrooms in this structured poster session.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

In this interactive panel symposium, presenters will draw from a set of active DR K-12 projects to explore a diverse array of resources, models, and tools (RMTs) designed to operationalize varying perspectives on scientific modeling in elementary, middle, and secondary classrooms across disciplinary domains.

Session Types: 

Teacher Learning across Contexts

STEM Categorization: 
Day: 
Thu

Discuss these questions: What are the advantages and challenges of working across institutions—formal and informal—for teacher pre-service and in-service development, especially in science? What are current models, approaches, and findings?

Date/Time: 
11:15 am to 12:00 pm
Facilitators: 

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