HR: 1340h
AN: ED23A-1250    [Abstracts]
TI: Professional Development at ERESE: Refining the inquiry process and moving towards a modularized templeate
AU: Helly, M
EM: hellymc@bay.k12.fl.us
AF: A.C. Mosley High School, 501 N. Mosley Dr, Lynn Haven, Fl 32444 United States
AU: * Massell Symons, C
EM: csymons@ucsd.edu
AF: Scripps Insitution of Oceanography, University of California San Diego, La Jolla, CA 92093-0225 United States
AU: Reining, J
EM: mindspring@net.com
AF: Sequoyah Middle School, 3456 Aztec Rd, Doraville, Ga 30340 United States
AU: Staudigel, H
EM: hstaudigel@ucsd.edu
AF: Scripps Insitution of Oceanography, University of California San Diego, La Jolla, CA 92093-0225 United States
AU: Koppers, A
EM: akoppers@ucsd.edu
AF: Scripps Insitution of Oceanography, University of California San Diego, La Jolla, CA 92093-0225 United States
AU: Helly, J
EM: jhelly@ucsd.edu
AF: San Diego Supercomputing Center, University of California San Diego, La Jolla, Ca 92093 United States
AU: Miller, S
EM: spmiller@ucsd.edu
AF: Scripps Insitution of Oceanography, University of California San Diego, La Jolla, CA 92093-0225 United States
AB: The Enduring Resources for Earth Science Education (ERESE) project has now held two professional development workshops to teach and apply the five stage inquiry lesson model for teaching plate tectonics. This development based on a collaborative effort between earth scientists, educators, librarians, and data archive managers, and works towards a classroom practice that focuses on transferring ownership of a classroom inquiry to the learner. The ERESE inquiry model features a modular, five stage approach: (1) a thoughtful orientation to create an environment of physical and intellectual safety for the learner, (2) a carefully chosen provocative phenomenon used to allow the learner to develop a wide range of scientific questions (3) a debriefing that reviews and honors the learners' questions along with the development of a testable hypothesis, (4) learners consult with ERESE resource matrices and the internet to obtain data and other information to test the hypothesis, and (5) the learners present their results in a presentation. The process of ERESE inquiry lessons is guided by a master template and involves a detailed teachers log for documentation of all activities. All products of the process are archived. The master template and teachers log are designed in a modular fashion that ultimately will accommodate a wide range of inquiry lesson styles and the variety of resources available to support the process. Key ERESE modules include: (1) a master template that provides a framework for lesson development, (2) provocative phenomenon for question generation and hypothesis development by the learner, (3) the ERESE resource matrix (which archives text, images and data by expert level for a wide range of scientific questions), and (4) a reflective essay that monitors the ownership transfer to the learner. Modular design of ERESE products allows for the archival of specific types of materials that can be independently accessed and applied to different inquiry styles. The broad appeal is an important step toward a more general product for inquiry based teaching.
DE: 0805 Elementary and secondary education
DE: 0845 Instructional tools
DE: 3000 MARINE GEOLOGY AND GEOPHYSICS
DE: 3040 Plate tectonics (8150, 8155, 8157, 8158)
SC: Education and Human Resources [ED]
MN: Fall Meeting 2005