2010 Fall Meeting          
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Cite abstracts as Author(s) (2010), Title, Abstract xxxxx-xxxx presented at 2010 Fall Meeting, AGU, San Francisco, Calif., 13-17 Dec.

HR: 1340h
AN: ED53A-0524 Poster
TI: Preparing K-8 Teachers to Conduct Inquiry Oriented Science Education
AU: *Gross, N A
EM: gross@bu.edu
AF: Astronomy, Boston University, Boston, MA, USA
AU: Garik, P
EM: garik@bu.edu
AF: School Of Education, Boston University, Boston, MA, USA
AU: Nolan, M D
EM: NolanD@mersd.org
AF: School Of Education, Boston University, Boston, MA, USA
AU: Winrich, C
EM: cwinrich@bu.edu
AF: School Of Education, Boston University, Boston, MA, USA
AU: DeRosa, D
EM: donder@bu.edu
AF: School Of Education, Boston University, Boston, MA, USA
AU: Duffy, A
EM: aduffy@bu.edu
AF: Physics, Boston University, Boston, MA, USA
AU: Jariwala, M
EM: manher@bu.edu
AF: Physics, Boston University, Boston, MA, USA
AU: Konjoian, B
EM: bristol@bu.edu
AF: School Of Education, Boston University, Boston, MA, USA
AB: The need for STEM professional development for K-8 teachers is well documented. Such professional development promises broad impact, but it must have a positive effect on teachers’ knowledge and skills: 1) a focus on content knowledge, 2) opportunities for active learning, and 3) coherence with other activities. However, sustained impact is only achieved through intensive professional development. In response to the need for science education courses for K-8 teachers, for the past three years, the School of Education and the Department of Physics have collaborated to offer K-8 teachers science content courses of extended duration (75 contact hours) that emphasize inquiry based learning and investigation. The School of Education graduate courses have consisted of five three-hour meetings during the months of May and June, and a two week intensive period in July when the participants come for six hours per day. The alignment of these courses with inquiry teaching was confirmed using the Reformed Teaching Observation Protocol (RTOP). Courses offered in this format have been: --Immersion in Green Energy (IGE) -alternative sources of energy and how electricity is generated (75 teachers over the last 3 years), --Immersion in Global Energy Distribution (IGED) -understanding global climate as an outcome of insolation, convection, and radiation (27 teachers over the last 2 years) The Immersion courses cover a spectrum for inquiry learning that begins with introduction to equipment and experiments through guided discovery and culminates with students taking responsibility for defining and completing their own investigative projects. As a specific example, we consider here the IGED course. For IGED, the first five sessions are devoted to content and learning to use experimental equipment such as digital data collection probes to measure temperature, CO2 and salinity. Content addressed during these sessions include the differentiation between conduction, convection, and radiation for thermal transport, specific heat, latent heat, thermal expansion, the nature of light, albedo, and properties of Earth’s orbit that contribute to Milankovitch cycles During the immersion session (9 to 4 for 10 days), participants operated in teams of two or three and selected their own investigations. For these investigations, the teams designed an experiment, and then conducted it. Project examples include: -Modeling an Urban Environment -The Effects of Abrupt Introduction of Carbon Dioxide -Impact of Greenhouse Gases -Mini-Ecosystems: City, Ocean Water, Sand, Rain Forest, Glacier Throughout the course, it is emphasized to the participants that the material that they are learning is meant for them as adults learners rather than as material to be used directly in their classroom. This is intended to liberate them from their role as teachers and to encourage them to think about the questions they have about what they are learning. Evaluation data was collected on content gains, understanding the nature of science, self assessment of their own teaching effectiveness, and changes in teachers pedagogical approach, using pre/post tests, surveys, interviews and group discussions.
DE: [0830] EDUCATION / Teacher training
DE: [1620] GLOBAL CHANGE / Climate dynamics
SC: Education and Human Resources (ED)
MN: 2010 Fall Meeting