Earth systems science: An analytic framework.

Autor/inn/en	Finley, Fred N.; Nam, Younkeyong; Oughton, John
Titel	Earth systems science: An analytic framework.
Quelle	In: Science education, 95 (2011) 6, S. 1066-1085Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.20445
Schlagwörter	Astronomie; Geowissenschaften; Meteorologie; Naturwissenschaftlicher Unterricht; Curriculumentwicklung; Fachdidaktik; Modellbildung; Curriculumentwicklung; Curriculumevaluation; Fachdidaktik; Geowissenschaften; Naturwissenschaftlicher Unterricht; Astronomie; Meteorologie; Konzeptentwicklung
Abstract	Earth Systems Science (ESS) is emerging rapidly as a discipline and is being used to replace the older earth science education that has been taught as unrelated disciplines-geology, meteorology, astronomy, and oceanography. ESS is complex and is based on the idea that the earth can be understood as a set of interacting natural and social systems. An analytic, metalevel framework is needed to understand the complexity. The framework specifies a set of metalevel essential ideas and analytic concepts that can be applied to understand the substantive structures of ESS-the essential ideas describe the general nature of earth systems, and the analytic concepts describe types of discipline-specific concepts such as the materials, processes, and variables of earth systems. An analysis for the phenomenon of carbon cycling is provided as an example. The framework allows one to determine whether what is to be taught is complete and coherent and can be used to conduct research and evaluations of curriculum, teachers' knowledge, and students' knowledge in a systematic manner. Sets of studies completed using the ESS analytic framework will allow comparability across subjects that is currently lacking.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2013/2