drawing connections between local and global observations: an essential element of geoscience...
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What do geoscientists do? How does the Earth work? What is the impact of the Earth on humans? What is the impact of humans on the Earth? In each case moving between local and global is essentialTRANSCRIPT
Drawing Connections Between Local and Global Observations: An Essential Element of Geoscience Education
Cathy ManducaScience Education Resource Center, Carleton College
Dave MogkMontana State UniversityPresentation for AGU Fall 2002
Linking the Local and Global:Why is it important?
An essential aspect of what geoscientists do.
An important tool for helping students learn.
What do geoscientists do? How does the Earth work? What is the impact of the Earth on
humans? What is the impact of humans on the
Earth?
In each case moving between local and global is essential
Alex Moore: atlas.geo.cornell.edu
Two Kinds of Observations
National Geophysical Data Center/ NOAA
To See a World,Marin College
John Wakabayashi, Ph.D.
Impact on People
Graph showing one degree Fahrenheit rise in the temperature record of the entire earth's surface during the 20th Century (NOVA)
NCAR Community Climate System Model
US Global Change Research Program
Sea Level Rise Predictions 2080-2099
Our Impact on Earth:Global Impacts of Local Actions
NASA, Goddard Space Flight Center
Ozone Hole
Developing Geoscience Expertise Integrating observations at global and
local scales is a fundamental aspect of being a geoscience expert.
To the extent that we want our students to understand what it means to do geoscience they must understand how we do this.
Helping Students LearnLessons from Learning Science Learning is additive, it builds on current
understanding Developing understanding is an activity The ability to use knowledge is a critical
aspect of learning
How People Learn, NRC 2000
Knowledge is additiveexisting knowledge is used to build new knowledge Builds on existing knowledge
What are initial preconceptions? What are misconceptions?
New knowledge is organized in the context of existing knowledge
Experience, attitudes and beliefs influence learning
Elizabeth Armstrong, Childrens School of Science
NASA, MODIS Image
NOAA, 1791 El Nino Reconstruction
What is their experience?
Understanding is actively constructedstudents must be engaged to learn
Motivating students to learn (Edelson) Task Demand (a need to know) Elicit Curiosity (surprising observations)
Relevance or Empathy (Taber) Students are interested in learning about things
that impact them They can be engaged in learning about things that
impact others because they are empathetic
The local can motivate learning about the global Local issues that impact students or
their families can create task demand for learning about global processes
Local observations or tactile experiences can elicit curiosity about global processes
Going the other way Global phenomena in the news can
motivate learning about local situation and processes
If they learn it can, can they use it? Learning context influences when we
recall information Applying concepts requires practice
If we want students to be able to integrate local and global to learn about the Earth and to answer questions in their lives, we must teach in this context
Linking Global and Local Enables Learning Builds on familiar Motivate learning Essential to learning skills that enable
use in geoscience and life
Data Access Examples Pedagogy Discussion Sharing
Resources for You
serc.carleton.edu/research_education/usingdata/index.html
A Guided Tour
serc.carleton.edu/NAGTWorkshops/globaldata02/guide.html
Activities and Examples
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