HR: 14:55h
AN: ED13F-06    [Abstracts]
TI: What Will Classroom Teachers Do With Shared Research Results?
AU: * Passow, M J
EM: Michael@earth2class.org
AF: White Plains Middle School, 128 Grandview Avenue, White Plains, NY 10605 United States
AU: Weissel, J K
EM: jeffw@ldeo.columbia.edu
AF: Lamont-Doherty Earth Observatory of Columbia University, Route 9W, Palisades, NY 10964-8000 United States
AU: Cormier, M
EM: cormier@ldeo.columbia.edu
AF: Lamont-Doherty Earth Observatory of Columbia University, Route 9W, Palisades, NY 10964-8000 United States
AU: Newman, K R
EM: knewman@ldeo.columbia.edu
AF: Lamont-Doherty Earth Observatory of Columbia University, Route 9W, Palisades, NY 10964-8000 United States
AB: Scientists are passionate about the research problems they investigate, and wish to share their discoveries as widely as possible. Similarly, classroom teachers who are passionate about their subject can better foster student learning. One way to enhance such passions involves bringing teachers and scientists together to discuss cutting-edge discoveries and develop curricular materials based on the respective strengths of educators and investigators. Our presentation describes one example of this approach based on research about gas blowout structures offshore Virginia and North Carolina. Methane venting processes along continental margins may have important climatic, geotechnical, hazard, and resource implications. In 2000, shipboard surveys documented that large structures offshore VA-NC resulted from massive gas expulsion. Gas appears to be trapped in shelf edge deltas and stresses resulting from downslope creep is favoring its release. Scientists undertook a new expedition in 2004 to determine if there is present-day discharge of methane-rich fluids through the floors or walls of the blowouts or whether these seepage sites are relict features, and to gain insight into the origin of the vented methane. In July 2005, 12 teachers from New York and New Jersey met with the co-PIs (Weissel and Cormier), graduate student (Newman), and educational specialist (Passow) over a 2-day workshop to learn about how scientific problems are identified, how a research cruise is organized, what was learned through the measurements and analysis, and what might be possible significant impacts from such understandings. Based on what they learned, participants began development of classroom activities, Internet-based investigations, and constructed-response assessment items utilizing data and concepts from the project and other sources. The resulting curriculum units are designed for use in middle and high school chemistry, physics, earth science, and technology courses. Curricular units include "Using Real-Life Problems to Learn Scientific Principles," "Mapping the Unseen Floors," "Landslide or Not," and a board game based on conducting a scientific research cruise. Materials are available through www.earth2class.org. Over the following academic year, participants will continue to develop instructional materials, field-test them, and provide peer training through in-district and regional professional development opportunities. The scientists and educational specialist will provide support to ensure scientific accuracy and pedagogical soundness. The project will utilize DLESE as an additional effective dissemination and evaluation mechanism. In these ways, the scientists and core of educators may be able to share these discoveries with hundreds of teachers and thousands of students.
UR: http://www.earth2class.org
DE: 0805 Elementary and secondary education
DE: 0830 Teacher training
DE: 3004 Gas and hydrate systems
DE: 4219 Continental shelf and slope processes (3002)
DE: 4820 Gases
SC: Education and Human Resources [ED]
MN: Fall Meeting 2005