From School of Rock to Building Core Knowledge; teaching about Cenozoic climate change with data and case studies from the primary literature

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http://abstractsearch.agu.org/meetings/2011/FM/ED53C-0818.html
Author(s): Leckie, R. M.; St. John, K. K.; Jones, Megan H.; Pound, K. S.; Krissek, L. A.; Peart, L. W.
Author Affiliation(s): Primary:
University of Massachusetts, Geosciences, Amherst, MA, United States
Other:
James Madison University, United States
North Hennepin Community College, United States
St. Cloud State University, United States
Ohio State University, School of Earth Sciences, Columbus, OH, United States
Deep Earth Academy, Consortium for Ocean Leadership, Washington, DC, United States
Volume Title: AGU 2011 fall meeting
Source: American Geophysical Union Fall Meeting, Vol.2011; American Geophysical Union 2011 fall meeting, San Francisco, CA, Dec. 5-9, 2011. Publisher: American Geophysical Union, Washington, DC, United States
Note: In English
Summary: The School of Rock (SoR) began in 2005 as a pilot geoscience professional development program for K-12 teachers and informal educators aboard the JOIDES Resolution (JR). Since then, the highly successful SoR program, sponsored by the Consortium for Ocean Leadership's Deep Earth Academy, has conducted on-shore professional development at the Integrated Ocean Drilling Program (IODP) core repository in College Station, TX, and on the JR. The success of the SoR program stems from the natural synergy that develops between research scientists and educators when their combined pedagogical skills and scientific knowledge are used to uncover a wealth of scientific ocean drilling discoveries and research findings. Educators are challenged with authentic inquiry based on sediment archives; these lessons from the past are then made transferable to the general public and to classrooms through the creation of age-appropriate student-active learning materials (http://www.oceanleadership.org/education/deep-earth-academy/educator s/classroom-activities/). This science made accessible approach was the basis for a successful NSF Course Curriculum and Laboratory Improvement (CCLI) proposal to develop teaching materials for use at the college level. Our Building Core Knowledge project resulted in a series of 14 linked, yet independent, inquiry-based exercise modules around the theme of Reconstructing Earth's Climate History. All of the exercises build upon authentic data from peer reviewed scientific publications. These multiple part modules cover fundamental paleoclimate principles, tools and proxies, and Cenozoic case studies. It is important to teach students how we know what we know. For example, paleoclimate records must be systematically described, ages must be determined, and indirect evidence (i.e., proxies) of past climate must be analyzed. Much like the work of a detective, geoscientists and paleoclimatologists reconstruct what happened in the past, and when and how it happened based on the clues left behind by the events that took place. The exercises are designed to provide opportunities to develop and practice scientific and other life skills. These include making observations, formulating hypotheses, practicing quantitative and problem-solving skills, making data-based interpretations, recognizing and dealing with uncertainty, working in groups, communicating (written and oral) with others, synthesizing data, and articulating evidence-based arguments. The flexible and effective use of these exercise modules with multiple audiences at multiple levels is demonstrated by our classroom testing.
Year of Publication: 2011
Research Program: IODP Integrated Ocean Drilling Program
Key Words: 15 Miscellaneous and Mathematical Geology; Climate change; Curricula; Education; Educational resources; Integrated Ocean Drilling Program; JOIDES; JOIDES Resolution; K-12 education; Paleoclimatology; Reconstruction; Teacher education; Texas; United States
Record ID: 2015077020
Copyright Information: GeoRef, Copyright 2019 American Geosciences Institute. Reference includes data supplied by, and/or abstract, Copyright, American Geophysical Union, Washington, DC, United States

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