HR: 0800h
AN: ED21C-0075    [Abstracts]
TI: The ERESE Project: Enactment of Digital Library Inquiry-Based Plate Tectonic Lessons
AU: * Helly, M
EM: Hellymc@mail.bay.k12.fl.us
AF: A.C. Mosley High School, 501 N. Mosley Dr., Lynn Haven, FL 32444 United States
AU: Symons, C M
EM: csymons@ucsd.edu
AF: Scripps Institution of Oceanography, UCSD, 9500 Gilman Drive, MC 0220, La Jolla, CA 92093-0220 United States
AU: Dow, N
EM: downd@mail.bay.k12.fl.us
AF: A.C. Mosley High School, 501 N. Mosley Dr., Lynn Haven, FL 32444 United States
AU: Miller, S P
EM: spmiller@ucsd.edu
AF: Scripps Institution of Oceanography, UCSD, 9500 Gilman Drive, MC 0220, La Jolla, CA 92093-0220 United States
AU: Helly, J
EM: jhelly@ucsd.edu
AF: San Diego Supercomputer Center, UCSD, 9500 Gilman Drive, MC 0505, La Jolla, CA 92093-0505 United States
AU: Staudigel, H
EM: hstaudig@ucsd.edu
AF: Scripps Institution of Oceanography, UCSD, 9500 Gilman Drive, MC 0225, La Jolla, CA 92093-0225 United States
AU: Koppers, A
EM: akoppers@ucsd.edu
AF: Scripps Institution of Oceanography, UCSD, 9500 Gilman Drive, MC 0225, La Jolla, CA 92093-0225 United States
AB: The Enduring Resources for Earth Science Education (ERESE) project is a collaborative effort between earth scientists, educators, librarians and data archive managers. Its goal is to develop and maintain a persistent online research and education archive in a digital library environment that supports earth science education in plate tectonics. A major contribution from educators has been the development of inquiry lessons included in the digital library. Fourteen middle and high school teachers from across the country participated in the ERESE Workshop in July 2004. The goal of the workshop was three-fold: to provide the teachers with a research experience based on the digital library materials, to model an inquiry process and to support teachers as they develop inquiry lessons for their students. This process was led by a team of scientists and expert educators. The team used a master template to facilitate the teacher's lesson development. The pedagogical approach outlined in the template reflects a model of scientific thinking the goal of which is to shift from direction by the teacher at the onset of a lesson to a self-directed experience on the part of the student as they engage in the inquiry process and complete the lesson. Two examples of inquiry lessons produced as part of the workshop are reported here. The first investigates the symmetry of magnetic stripes at the northern East Pacific Rise using real marine geophysical data from the digital library. The second inquiry lesson was developed by a participant teacher and has been implemented this academic year by a high school marine science teacher. The lesson investigates the evidence that supports plate tectonics on the basis of the Pangea model. Having already been implemented in the classroom this lesson provides a rigorous testing of the inquiry process and the robustness of the scientific content of the digital library.
DE: 0820 Curriculum and laboratory design
DE: 0825 Teaching methods
DE: 0845 Instructional tools
DE: 0850 Geoscience education research
SC: Education and Human Resourcese [ED]
MN: 2004 AGU Fall Meeting