Student Learning of Complex Earth Systems: A Model to Guide Development of Student Expertise in Problem-Solving

Autor/inn/en	Holder, Lauren N.; Scherer, Hannah H.; Herbert, Bruce E.
Titel	Student Learning of Complex Earth Systems: A Model to Guide Development of Student Expertise in Problem-Solving
Quelle	In: Journal of Geoscience Education, 65 (2017) 4, S.490-505 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.5408/17-261.1
Schlagwörter	Earth Science; Science Instruction; Problem Solving; Models; Literature Reviews; Environmental Education; Educational Environment; Science Process Skills; Engineering Education; Geology + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problemlösen; Analogiemodell; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ingenieurausbildung; Historische Geologie
Abstract	Engaging students in problem-solving concerning environmental issues in near-surface complex Earth systems involves developing student conceptualization of the Earth as a system and applying that scientific knowledge to the problems using practices that model those used by professionals. In this article, we review geoscience education research related to student learning and ill-structured problem-solving in the classroom. This article has two main goals: (1) to propose a model that applies the National Research Council (NRC, 2012) Science and Engineering Practices to students engaged with authentic, illstructured problems centered on environmental issues and complex near-surface Earth systems (CNSES), and (2) analyze existing literature in the field of ill-structured problem-solving in CNSES to validate the proposed model. Eleven research studies met the inclusion and exclusion criteria. Although none of the selected articles met every component of the model, many of the papers only lacked a few components. We suggest the proposed model will help to alleviate student difficulties in the classroom that arise from lack of background knowledge and enthusiasm about the course or problem, and help guide the design of instructional activities that seek to engage geoscience students in authentic environmental problems. (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