GP-EXTRA: Authentic Research Experiences for Earth Science Education Majors

部分ISUNY Oakota？S总成-额外：地球科学教育专业的真实研究经验计划加强了高中地球科学教师的准备，其更广泛的目标是提高学生对地球科学的热情，使学生更有可能选择地球科学专业，并解决地球科学家的国家劳动力短缺问题。项目？的强调基于模型的学习（MBL）提供职前地球科学教育（ESE）专业的真实研究经验，旨在丰富内容的专业知识，并提供新的途径，提高学生在高中地球科学课堂学习。通过该项目的各个方面获得的见解将使地球科学教育工作者和科学教育专业人员更广泛地受益。在科学教师会议上的演讲和研讨会将进一步扩大该项目？通过让一大批K-12教师了解使用通过该项目创建的地球过程模型的好处，进行这些演示的职前参与者将体验到更大的自我效能感，并开始将自己视为科学家和科学教师。结果在地球科学教育和科学教育期刊的出版将通知科学教育工作者和教师教育计划的好处，学生学习，从使用我们的服务前participants.Part IIThe项目的新模式产生的真实的研究经验和沉浸在MBL，教学法证明，以提高学生从事服务前ESE专业？概念理解。在为期三年的项目的每一年，一批职前地球科学教师将设计和建立地球过程和概念的新模型。模型在地球科学中特别有效，因为许多地球科学过程和概念在空间和时间尺度上运作，学生很难掌握。参与者开发的模型将由纽约州STEM硕士教师进行评估，并在K-12和入门地球科学学院课程中进行试点测试。模型也将在？科学星期六，？在非正式的科学教育场所和科学教师会议上。通过新模型的设计和构建，以帮助K-12学生概念化各种地球概念，ESE专业将获得对科学和工程设计的本质的宝贵见解，这是下一代科学标准的重要线索。这些经验将使参与的ESE专业激发K-12学生对地球科学的兴趣，最终目标是激励学生在大学选择地球科学专业，并最终减少地球科学家在劳动力中的赤字。

Part ISUNY Oneonta?s GP-EXTRA: Authentic Research Experiences for Earth Science Education Majors program strengthens the preparation of high school geoscience teachers with the broader goals of generating greater student enthusiasm for the geosciences, making students more likely to choose to major in the geosciences, and addressing the national workforce deficit of geoscientists. The project?s emphasis on model-based learning (MBL) provides pre-service Earth Science Education (ESE) majors with authentic research experiences designed to enrich content expertise and provide new avenues for improving student learning in high school geoscience classrooms. The insights gained through all aspects of the project will benefit geoscience educators specifically and science education professionals more broadly. Presentations and workshops at science teacher conferences will further broaden the project?s impact by exposing a large group of K-12 teachers to the benefits of using models of Earth processes created through the project. Pre-service participants who conduct these presentations will experience greater self-efficacy and begin to view themselves as both scientists and teachers of science. Publication of results in geoscience education and science education journals will inform science educators and teacher education programs about the benefits to student learning that accrue from use of new models created by our pre-service participants.Part IIThe project engages pre-service ESE majors in authentic research experiences and immersion in MBL, a pedagogy proven to enhance students? conceptual understanding. For each year of the three-year project, a cohort of pre-service Earth Science teachers will design and build new models of Earth processes and concepts. Models are especially effective in Earth Science because so many geoscience processes and concepts operate on spatial and temporal scales that are difficult for students to grasp. Models developed by participants will be evaluated by New York State Master STEM Teachers and pilot-tested in K-12 and introductory geoscience college classes. Models will also be presented in ?Science Saturdays,? in informal science education venues, and at science teacher conferences. Through the design and construction of new models to help K-12 students conceptualize various Earth concepts, ESE majors will gain valuable insights into the nature of science and engineering design, which are important threads in the Next Generation Science Standards. These experiences will enable participating ESE majors to stimulate interest in the geosciences in K-12 students, with the ultimate goals of inspiring students to choose geoscience majors in college, and eventually reducing the deficit of geoscientists in the workforce.