Class Research Project: Visualizing Large-Scale Earth Processes and Abstract Concepts
This class research project is an original creation of James Ebert, State University of New York, College at Oneonta. It is based on the common teaching practice of modifying available materials.
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see https://serc.carleton.edu/teachearth/activity_review.html.
This activity has benefited from input from a review and suggestion process as a part of an activity development workshop.
This activity has benefited from input from faculty educators beyond the author through a review and suggestion process as a part of an activity development workshop. Workshop participants were provided with a set of criteria against which they evaluated each others' activities. For information about the criteria used for this review, see http://serc.carleton.edu/teacherprep/workshops/workshop07/activityreview.html.
- First Publication: May 2, 2007
- Reviewed: December 10, 2020 -- Reviewed by the On the Cutting Edge Activity Review Process
Summary
In this class research project, students will:
- Conceptualize and develop at least one simple apparatus or model which will accurately model an abstract or large-scale Earth process.
- Further refine the apparatus to ensure that it is safe, easy to use, inexpensive, and constructed from materials that are readily available.
- Disseminate information regarding the developed apparatus to in-service teachers
Learn more about the course for which this activity was developed.
Topics
Education Grade Level
College Upper (15-16)
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Learning Goals
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.
Context for Use
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.
Description and Teaching Materials
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)
Teaching Notes and Tips
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!
Assessment
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.
References and Resources
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.
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