Arctic Climate Connections Curriculum: A Model for Bringing Authentic Data into the Classroom

Autor/inn/en	Gold, Anne U.; Kirk, Karin; Morrison, Deb; Lynds, Susan; Sullivan, Susan Buhr; Grachev, Andrey; Persson, Ola
Titel	Arctic Climate Connections Curriculum: A Model for Bringing Authentic Data into the Classroom
Quelle	In: Journal of Geoscience Education, 63 (2015) 3, S.185-197 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.5408/14-030.1
Schlagwörter	High School Students; Science Education; Curriculum Development; Academic Standards; Learner Engagement; Scientific Principles; Critical Thinking; Climate; Active Learning; Scientists; Science Teachers; Geographic Information Systems; Computer Software; Foreign Countries; Scaffolding (Teaching Technique); Models; Workshops; Colorado + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kritisches Denken; Klima; Aktives Lernen; Scientist; Wissenschaftler; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Analogiemodell; Lernwerkstatt; Schulung
Abstract	Science education can build a bridge between research carried out by scientists and relevant learning opportunities for students. The Broader Impact requirements for scientists by funding agencies facilitate this connection. We propose and test a model curriculum development process in which scientists, curriculum developers, and classroom educators work together to scaffold the use of authentic, unprocessed scientific data for high school students. We outline a three-module curriculum structure that facilitates these goals. This curriculum engages students in the collection, description, visualization, and interpretation of data; develops understanding of the nature of science; includes prompts to develop higher-order thinking skills; builds knowledge of regional relevance of climate change in students; uses active learning techniques; and can be easily integrated with the Next Generation Science Standards. The curriculum was reviewed and tested in the classroom. To shed further light on the curriculum development process, we gathered reflection data from the scientists, curriculum developers, and educators. Scientists appreciated the collaborative process in which they contributed their expertise without requiring a large time commitment or strong expertise in science education. The curriculum developers viewed the modular structure as helpful in breaking complicated scientific concepts into teachable steps. Classroom educators appreciated the detailed description and step-by-step instructions to navigate data analysis tools like Excel or Google Earth. Initial classroom implementation of the curriculum by 11 teachers with over 1,100 students showed high levels of interest in the topic and engagement. Further work is needed to assess efficacy of the curriculum through classroom observations and measures of student learning. (As Provided).
Anmerkungen	National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01