Class Research Project: Visualizing Large-Scale Earth Processes and Abstract Concepts

The goal of this project is to have pre-service Earth Science teachers bring the scientific method of research to bear on a pedagogical problem involving large-scale or abstract Earth processes.

This long-term research project is used in an upper level class for pre-service Earth Science teachers at a primarily undergraduate state college. Class size varies from 4-15. 4-8 weeks are devoted to the project, though most of the work takes place outside of scheduled class time. Students work in teams of 2-6. Completed projects are presented to the class and exceptional projects are presented in hands-on workshops at the state science teachers conference with pre-service teachers delivering professional development to in-service teachers.

Because these are original research projects, it is very difficult to anticipate areas where students will either struggle or succeed spectacularly. Like your own research in your discipline, sometimes you just have to enjoy the ride!

Pre-service teachers are introduced to the notion that many processes and concepts in Earth Science are either at a scale that is too large for students to grasp or are rather abstract and thus hard to grasp. They then choose a topic from the Assignment Handout and conduct original research to either develop an new model or improve an existing model. Successful projects have been shared in professional development workshops for in-service teachers.
Assignment Handout (Microsoft Word 32kB Apr13 07)

Projects are assessed in terms of 1) how well they address the large-scale or abstract concept, 2) overall creativity, 3) reproducibility and cost. Excellent projects have been presented in hands-on, professional development workshops for in-service teachers.

See these two websites for examples of past projects:
http://employees.oneonta.edu/ebertjr/LabTechniques.htm
http://employees.oneonta.edu/ebertjr/Research.htm

Gilbert, S.W. and Ireton, S.W., 2003, Understanding Models in Earth and Space Science: National Science Teachers Association Press, 124p.

Ebert, J. R., Elliott, N.A., Hurteau, L.J., and Schulz, A.E., 2004, Modeling Convection: The Science Teacher, v. 71, n. 7, p. 48-50.

Ebert, J. R., 2006, Undergraduate Contributions to Professional Development in Earth and Space Science Education and the Mutual Benefits of Commingled Pre-service/In-service Programs: Geo. Soc. Am. Abstracts with Programs, v. 38, n. 7, p. 252.