Situating Earth Science and Mathematics in Superior: Outcomes and Applications of Place-Based Earth Science Teaching for In-Service Teachers in an Ethnically, Culturally, and Geolo

该奖项被用来对一个假设进行定量评估，即基于地点的地球科学教学将更好地吸引和留住土著学生或与其家园有历史联系的学生，如西南部的美洲印第安人和墨西哥裔美国人。 一系列的认知和情感的结果正在测量和分析使用的数据，结合一次性的实验西南为基础的地球系统科学课程（在上级地球科学和数学）为30名在职教师从一个种族，文化和地质多样化的农村地区在亚利桑那州中部。 该项目旨在通过多数-少数群体比较，从数量上证明基于地点的方法是否提高了教师的学科知识和科学思维，同时增强了地点感。 参与教师将使用既定的调查工具进行评估，这些工具将衡量前和后地球科学内容的知识，地方依恋和意识的水平，以及对教学和学习科学的信念。这些经过验证的测量仪器的结果将用于帮助建立一个新的仪器，该仪器经过调整，可用于以地点为基础的地球科学课程，但可推广到任何地点。 教师将参加行动研究活动，以进一步确定连接到地方和相关的教学应用，将录像，转录并纳入其他课程产品。 这项试点研究预计将建立一个模型，更广泛地用于不同的情境教学和学习模式的潜力。

This award is being used to conduct a quantitative evaluation of the hypothesis that place-based Earth science teaching will better engage and retain students who are indigenous to or historically linked to their homelands, such as American Indians and Mexican-Americans in the Southwest. A spectrum of cognitive and affective outcomes are being measured and analyzed using data taken in conjunction with a one-time experimental Southwest-based Earth systems science course (Situating Earth Science and Mathematics in Superior) for 30 in-service teachers from an ethnically, culturally, and geologically diverse rural region in central Arizona. The project aims to demonstrate quantitatively, through a majority-minority comparison, whether the place-based approach improves teacher content knowledge and scientific thinking, while enhancing sense of place. Participating teachers will be evaluated using established survey tools that will gauge pre- and post- geoscience content knowledge, level of place attachment and awareness, and beliefs about teaching and learning science. Results of these validated survey instruments will be used to help establish a new instrument that is tuned for place-based Earth science courses, but generalizable to any location. Teachers will participate in action research activities to further define connections to place and related pedagogical applications that will be videotaped, transcribed and incorporated into additional course products. This pilot study is expected to establish a model with the potential for broader use in diverse modes of situated teaching and learning.