Experiences in Professional Development from the

Nebraska Earth Systems Education Network (NESEN)

Dave Gosselin, DirectorNebraska Earth Systems Education Network

University of Nebraska – Lincoln

Improve Linkages between K-12 Educators and Earth Science Resources –people, places and

things.

Nebraska Earth Systems Education Network

(http:/nesen.unl.edu)

To improve teacher knowledge and understanding so that students become better informed about the complexities of the environment and its natural resources.

To promote and enhance K-12 earth

systems education in Nebraska and surrounding region.

To enhance the transfer of earth-system

information to the K-12 teaching community.

Objectives

NESEN Growth

NESEN Membership

Promote K-12 Professional Development Activities - Nebraska Association of Teachers of Science (NATS) Workshops.

NESEN Summer Workshops -Two day, active-learning workshops

Newsletter

NESEN Website (http://nesen.unl.edu)

Special Projects

Strategies

Strategies (cont.) Special Projects: Integration of Earth System Science Research and Education: Involving Teachers in Scientific

Research and Scientists in Inquiry-Based Learning -

National Science Foundation

Process-Oriented Global Environmental Change Education – National Institute Global Environmental

Change

Professional Development for Earth System Science and

the Community (EARTHCOMM) – American Geological Institute

Electronic Communication Project – NASA

Drought Education – National Drought Mitigation Center

System

Parts and Properties

Input Output

• Organizational Structure• Methods and Procedures• People and Expertise• Programs• Philosophy/Mission

• Administrative• Constituents• Colleagues • Funding Sources• Assessment

• Publications• Maps• Programs• Services• Reputation

Systems Modifications

What We Have Learned and Potential Applications to Biocomplexity Education

Process-Oriented Global Environmental Change Education WorkshopsApproach – Advisory Team - Multidisciplinary Teaching Teams - Four and half Day Workshop

- National Science Education Standards-based Goals

* Design activities related to GEC* Develop student science skills* Model skill of scientific inquiry* Interpret Data* Perspectives* Earth as a system- Meet local curriculum objectives

Process-Oriented Global EnvironmentalChange Education - What we learned!

Workshop met objectives; Inquiry and interpretation exercises expanded scientific knowledge; Workshop materials useful in the classroom; provided great ideas for use with students.

Biased towards Science; Positive development teachers beginning to understand the challenges of interdisciplinary curriculum (perspectives).

Systems approach is important – “Everything is connected to everything else.”

Flexibility and collegiality are important.

Curriculum planning time critical. Professional development opportunities need to be at the school or district level.“it (the workshop) provided compensated time to work with a

colleague in developing curriculum. This seldom if ever happens in our school setting.” – a satisfied customer

Process-Oriented Global Environmental Change Education – Recommendations for

BC Create an active learning environment

in which the scientific process is modeled.

Provide opportunities to help teachers use technology in new ways.

Help teachers access current information and data that are relevant to their students.

Provide activities and opportunities that encourage teacher sharing, conversation, and knowledge and idea exchange. Creating a collegial environment is very important.

Use daily formative assessment to address participant’s concerns and thoughts.

W4 – World Wide Web of WaterWisconsin Workshop - 2002

Process-Oriented Global Environmental Change Education – Recommendations for

BC Present the concept of systems as the

framework necessary to look at biocomplexity with a broader focus. Recognize energy and mass exchange and feedback mechanisms.

Require teacher teams. They can support each other and model collaboration.

Provide significant planning time for teachers to work together.

Use the National Science Standards as the criteria for workshop development.

Develop activities to help boost teacher confidence in interpreting and using data in the classroom.

Team PictureWisconsin Workshop - 2002

What We Have Learned and Potential Applications to Biocomplexity Education

Integration of Earth System Science Research and Education: Involving Teachers in Scientific Research and Scientists in Inquiry-Based Learning

Approach: – Advisory Team- Research Teams – scientist, pre-

service teacher, and in-service teacher

- Research Experience- Summer Workshops- Anecdotal and Qualitative

Assessment

Integration of Earth System Science Research and Education: What We

Learned! Inquiry at the K-12 level

Expected a definitive beginning and end; Learned scientific inquiry is a journey without a specified final destination

Defining a research question or problem – biggest challenge

Research experience does not translate directly into inquiry-based curriculum

Pedagocical Practices at Research University Scientists thought about how science is taught Failed to recognize their role; jumped to K-12 curriculum

Collaborative Teams Limited success. Some teams worked, others didn’t. Why? Focused on WHAT the teams would work, but not HOW!

Teachers

Scientists Preservice Teachers

Teac

hing

/ Le

arn i

ng

Stra

teg i

es

Teach ing / Learning

Stra teg ies + Experience

‘New

’ Teach ing / Learn ing

Stra teg ies

‘N ew ’ Teaching / Lea rningStra tegies

Res

earc

h sk

ills

/ con

ten t

kno

wle

dge

Research sk ills / con ten t know ledge

Preservice TeachersScientists

Teachers

Collaboration

Teach ing / Lea rn ing

Stra teg ies + Experience

Teac

h ing

/ Le

arn i

ng

Stra

tegi

es

‘New

’ Teach ing / Learn ing

Stra teg ies

‘N ew ’ Teaching / Lea rningStra tegies

Res

earc

h sk

ills

/ con

ten t

kno

wle

dge

R esearch sk ills / con ten t know ledge

Integration of Earth System Science Research and Education: What We

Learned!

Collaboration = a working relationship that professionalschose to accomplish a goal they share (Shared Goal).

Integration of Earth System Science Research and Education Experiences:

Recommendations for B.C.

Participant Profiles Learning styles, personality

traits, communication styles Project Summaries

Clearly defines role of teacher; allows modifications of goals

Participant Statements Scientist’s willingness Educator skills

Pre-project Interview Develop shared research and

educational goals Project Oversight

Assess and monitor collaboration Opportunities for reflection

Chinchorro Mummy Team

Where should NESEN go from here?

All comments and suggestions are welcome!!

Additional Information NESEN Website (http://nesen.unl.edu)

Gosselin, D.C., Levy, R.H., and Bonnstetter, R.J. 2003. Using Earth science research projects to develop collaboration between scientists at a research university and K-12 educators: Insights for future efforts. Journal of Geoscience Education, v. 51, n. 1, 114-120.

Gosselin, D.C., Lowery, S., and Meyer, S.J. 2000. Process-oriented environmental change curriculum development workshops. Journal of Geoscience Education, v. 48, 631-635.