HR: 1340h
AN: ED23A-1249    [Abstracts]
TI: ERESE Professional Development in Science Education: A collaboration of scientists, teachers, and information technologists
AU: * Staudigel, H
EM: hstaudigel@ucsd.edu
AF: Scripps Institution of Oceanography, University of California, La Jolla, CA 92093-0225 United States
AU: Helly, M
EM: Magoo1205@aol.com
AF: Bay District Schools, 510 N.Mosely Dr., Lynn Haven, FL 32444 United States
AU: Massel Symons, C
EM: csymons@ucsd.edu
AF: Scripps Institution of Oceanography, University of California, La Jolla, CA 92093-0220 United States
AU: Koppers, A
EM: akoppers@ucsd.edu
AF: Scripps Institution of Oceanography, University of California, La Jolla, CA 92093-0225 United States
AU: Helly, J
EM: jhelly@ucsd.edu
AF: San Diego Supercomputing Center, University of California, La Jolla, CA 92093-0505 United States
AU: Miller, S
EM: spmiller@ucsd.edu
AF: Scripps Institution of Oceanography, University of California, La Jolla, CA 92093-0220 United States
AB: The Enduring Resources in Earth Science Education (ERESE) project promotes inquiry based teaching of plate tectonics through professional development and distribution of digital library objects in the National Science Digital Library network. The overall ERESE goal is to bridge the gap between the scientists and educators, and our experience has shown that much can be gained by establishing a close collaboration between all parties involved in earth science education, from high school student to teacher -educator, and scientist. These collaborations yield substantial gains in terms of effective educational approaches, contents selection, and to produce an authentic class room research experience. ERESE professional development workshops promote a model of inquiry-based teaching that keeps the educator as far in the background as possible, while empowering the student to carry out a maximally independent inquiry. Key components in this process are: (1) use of a well selected provocative phenomenon to promote student's curiosity and to start the inquiry process, (2) care in the student guidance towards selection and formulation of a researchable question, (3) the involvement of teachers and scientists, in a close collaboration (4) teaching resource development with a strong feed-back from professional development workshops and classroom practice, (5) integration of science inquiry resources on all expert levels providing an environment that allows continuous access to science information from the most basic to the full scale science level. We expanded ERESE resource development into a volcanology field class on Hawaii to produce a website and digital library contents including field reports, exercises and images and field data. We further expanded our resource development through the participation of three high school students in a three-week seagoing expedition to the Samoan Archipelago. The high school seniors maintained a live expedition website and they participated in all science activities. Their work impacted ERESE by the development of digital resources, and introducing peer - mentoring into the inquiry process.
UR: http://earthref.org/ERESE
DE: 0805 Elementary and secondary education
DE: 0830 Teacher training
SC: Education and Human Resources [ED]
MN: Fall Meeting 2005