National Conference on the Revolution in Earth and Space Science Education
Earth and space science education is undergoing a remarkable
transformation. Long perceived as a "minor" science (in contrast with
physics, chemistry and biology), Earth and space science is emerging in
both public perception and active science research as a profoundly
important field. Our lives and future depend on the depth of our
understanding of our home planet. The concept of Earth as a rich and
complex system of interconnected components and processes has become a
dominant paradigm in science. Furthermore, the Space Age has provided a
revolutionary new perspective on Earth, enabling us to see, explore and
investigate our world in ways never before possible.
The National Science Education Standards underscore this
transformation through a strong emphasis on "Earth and Space Science" as
a core domain of science education at all grade levels. The Standards
recommend that students experience Earth and space science as a process
of inquiry, exploration and discovery. This is an ideal domain for
inquiry, as the "lab" is all around us, inviting exploration.
Students should also tap into the power of telecommunications and
visualization technologies to see the world from the unique perspective
of space and use a wide range of data - just as scientists do. NASA,
USGS, NOAA and other agencies have opened their treasure trove of
satellite imagery, animations, interactive maps and other visualizations
for ready access by schools and the general public. The Internet helps
students see how Earth's forces affect their daily lives and provides
direct access to news of Earth and space science and links for further
exploration. These experiences help students understand Earth as a
dynamic system - rather than simply a collection of topics to read
about.
The potential impact on our schools and students is not just
in Earth and space science, but in the broader applicability of the
skills developed by students to related domains of science, math,
geography and other fields. These thinking skills include inquiry,
visual literacy, understanding systems and models, and the ability to
apply knowledge and problem solving to a range of substantive,
real-world issues. In short, this revolution in Earth and space science
education has benefits for all students and for our relationship with
our home planet Earth.
Recognizing the importance of these changes, the National
Science Foundation funded the National Conference on the Revolution in
Earth and Space Science Education. The conference took place June 21-24,
2001, in Snowmass, Colorado, with the goal of developing a vision and
"blueprint" for K-12 Earth and space science education reform for the
next decade. The conference assembled a broad spectrum of stakeholders
including K-12 teachers and administrators, Earth and space scientists,
university faculty, representatives of educational and scientific
organizations, key people from government agencies, and people from
allied domains such as biology, chemistry and physics.
The conference featured presentations on educational projects
with cutting-edge curriculum, technology and professional development.
It also focused on the challenges of large-scale reform in Earth and
space science education. It looked at data on the remarkably low numbers
of students currently participating in Earth and space science (only 7%
of the nation's high school students take Earth and space science - as
opposed to 88% that take biology). Working groups looked at ways to
change the content and methods of Earth and space science education, and
ways to greatly expand the number of students learning Earth and space
science at elementary, middle- and high-school levels.
Summary of Recommendations:
Establish state-based alliances to promote Earth and space science education reform. Alliance
partners should include educators, scientists, policy makers,
businesses, museums, technology centers and others concerned about
improving the caliber and scope of Earth and space science education.
State alliances should develop and implement concrete plans to achieve
the reforms outlined in this report. These alliances should be
coordinated nationally.
Develop and conduct an "Annual Snapshot" to gauge progress toward meeting the goals outlined in this report.
To measure improvements in Earth and space science education, we need
to collect annual data on the current status of Earth and space science
education nationally and in each state, including student performance,
teacher professional development and curriculum reform, and monitor
these changes over time.
Student learning experiences should have a stronger
emphasis on inquiry-based learning, use of visualization technologies
and understanding Earth as a system. These learning goals and
teaching methods build on the National Science Education Standards and
the Benchmarks for Science Literacy. They also reflect the nature and
current practice of Earth and space science as well as the wealth of
Earth visualizations and resources available through the Internet.
At the high-school level, Earth and space science should be
approved as a lab science, with depth and rigor akin to biology,
chemistry and physics. Earth and space science has changed
dramatically since the time when it was often regarded as a lesser
science in the panoply of high-school courses. Now Earth and space
science is widely considered an essential element of a science-literate
society. As a lab science, Earth and space science offers a rich array
of challenging field work, lab experiments and advanced computer-based
visualizations.
Develop a national database of high-quality, grade-level appropriate Earth and space science assessments.
A national body of scientists and educators in Earth and space science
education should create a databank of assessment items organized so
teachers and others can construct high-quality measures of student
achievement. This database should include not only good multiple-choice
and constructed response items but exemplary, performance-based
assessments and scoring rubrics for elementary, middle and high school.
These assessments should measure student learning of the core concepts
and skills identified for Earth and space science in the National
Science Education Standards and Benchmarks for Science Literacy.
Create national and state professional development academies in Earth and space science.
These academies should offer both summer institutes and school-year
offerings, including online learning. They should model best practices
in teaching, learning and assessment. Teachers should have an array of
high-quality professional development opportunities, helping them
experience Earth and space science as an engaging domain for inquiry,
exploration and discovery.
In high needs schools, enhance access to high-quality Earth
and space science education for students and professional development
for teachers. All students should have the opportunity to do
inquiry-based investigations of Earth and space whether they live in
urban, rural or suburban areas. New curricula should include cultural
and place-based perspectives, such as exploring Earth and space science
in urban environments. Teacher training opportunities should include
working with diverse populations.
Create new opportunities for students and parents to learn about Earth and space science in informal settings.
Education should continue outside the classroom with strong support and
involvement from parents and in collaboration with museums, science
centers, planetariums and other centers of informal science learning.
Develop a strong research program in Earth and space science education.
Research on teaching and learning in Earth and space science education
provides the basis for more effective curricula and teaching strategies,
the appropriate use of new technologies in classroom and field
settings, the professional development of teachers, and high-quality
assessments.
The full report will be widely distributed, with the
expectation that its recommendations will help shape the agenda,
strategies and actions for Earth and space science education reform over
the coming decade.
These revolutionary changes represent a timely and essential
transfer of new Earth and space science knowledge, paradigms and tools
from the science and education research community to the nation's
teachers and students. This revolution in Earth and space science
education will promote new, more effective approaches to teaching and
learning. At a deeper level, this the revolution is essential to our
future. A citizenry literate in the Earth and planetary sciences is
essential for making informed political and economic decisions on local,
regional and global levels.
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