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-0518 Poster
TI: The Examining Your Environment through the Power of Data Project (EYE-POD) Project at NAU: Professional Development for Secondary Education Teachers Using Earth Sciences and GIS
AU: *Sample, J C
EM: James.Sample@nau.edu
AF: Geology/SESES, Northern Arizona University, Flagstaff, AZ, USA
AU: Rubino-Hare, L
EM: Lori.Hare@nau.edu
AF: Center for Science Teaching and Learning, NAU, Flagstaff, AZ, USA
AU: Claesgens, J
EM: Jennifer.Claesgens@nau.edu
AF: Center for Science Teaching and Learning, NAU, Flagstaff, AZ, USA
AU: Fredrickson, K
EM: Kristi.Fredrickson@nau.edu
AF: Center for Science Teaching and Learning, NAU, Flagstaff, AZ, USA
AU: Manone, M
EM: Mark.Manone@nau.edu
AF: Geography, Planning and Recreation, NAU, Flagstaff, AZ, USA
AU: White, M
EM: Melissa.White@nau.edu
AF: E-Learning, NAU, Flagstaff, AZ, USA
AB: The EYE-POD project at Northern Arizona University is an NSF-ITEST-funded professional development program for secondary science (SS) and career technical education (CTE) teachers. The program recruited SS-CTE teacher pairs from Arizona and the surrounding region to participate in two-week workshops during Summer, 2010, and an advanced workshop ins Summer, 2011. The workshops are led by a team with distinct expertise in science content, professional development and pedagogy, GIS, and project evaluation. Learning modules and a workshop agenda are developed using the Legacy Cycle of learning. Rather than compartmentalize pedagogical, content, and GIS learning activities, they have been combined throughout the workshop timeline. Early activities focus on learning of climate and weather processes through GIS modules provided by ESRI-“Mapping our World” and “Analyzing our World”. Participants learn the technical aspects of GIS software while investigating real phenomena. The science/GIS learning activities are augmented by laboratory demonstrations and field data collection using Labquest handheld field measurement systems with a variety of probes. At the end of the first week teacher-participants presented the solution to a problem, using GIS-based climate and weather data, involving travel to various locations on Earth. The second week focused on classroom, lab, and field activities devoted to recommendations to the City of Flagstaff for development in the Rio de Flag floodplain. Teacher-participant groups presented solutions making claims and recommendations supported by evidence from georeferenced field data and other GIS data acquired from various sources. At the close of the workshop teachers were provided with GIS software, hardware for field data collection, and several reference materials to aid in curriculum development. They have been tasked with implementing two GIS-based Earth science content modules in their schools, to one science class and one CTE class. One module must involve a field-based problem at their school site. The EYE-POD team will provide support to each school team through site visits and phone consultation. As part of the project, data on learning efficacy is being collected by an independent evaluator and analyzed by a science education faculty member (summarized in companion paper by Claesgens, et al.).
DE: [0805] EDUCATION / Elementary and secondary education
DE: [0825] EDUCATION / Teaching methods
DE: [0830] EDUCATION / Teacher training
DE: [0845] EDUCATION / Instructional tools
SC: Education and Human Resources (ED)
MN: 2010 Fall Meeting