Laboratory Techniques in Earth Science: Role in the Program

Page prepared for SERC by James Ebert of the State University of New York at Oneonta.

A discussion of the design and implementation of earth science content and inquiry-based pedagogy course for pre-service teachers at SUNY Oneonta, created by Dr. James Ebert.

A description of this course and its goals is available.

What Role Does this Course Play in Teacher Preparation?

This course bridges Earth Science content and pedagogy through a focus on pedagogical content knowledge (PCK) and an emphasis on inquiry-based laboratory instruction.

How does the Course Address Each Role?

Earth Science content is explored through active investigation and discussion of the best ways (emphasis on inquiry) to teach concepts in Earth Science.

How do Students Integrate Learning & Teaching?

Students integrate learning and teaching by designing and delivering inquiry-based laboratory activities which focus their attention on the content and the best ways to teach that content (pedagogical content knowledge). They further integrate learning and teaching by engaging in original research projects that develop models or strategies to teach large-scale or abstract concepts in the Earth Sciences.

How does the Course Transition Pre-service Teachers into the Classroom?

Course transitions pre-service teachers into the classroom by providing opportunities to 1)develop inquiry-based instructional materials and 2) peer-teach content in an inquiry-based mode.

How is the Course Content Aligned with the National Science Education Standards?

The content of this course is inspired by and aligned with the aspects of the NSES that address inquiry-based teaching of science and the nature of science.

How does the Course Meet Certification Requirements?

Course carries Earth Science credit which counts toward the state-mandated minimum preparation in the content for initial certification.

What Challenges have been Encountered in Teaching this Course? How have they been Resolved?

The course has evolved through time as my own views of and experiences with inquiry-based teaching have developed. The first challenge was finding a focus for the course. Subsequently, a minor challenge occurs each semester in planning the course as the number of student presentations that can be scheduled varies inversely with enrollment in the course.