HR: 15:45h
AN: ED43A-08    [Abstracts]
TI: From Teacher-at-Sea to Authentic Science in the Classroom
AU: Holzer, M A
EM: mholzer@monmouth.com
AF: Chatham High School, 255 Lafayette Ave., Chatham, NJ 07928, United States
AU: * Laj, C
EM: laj@lsce.cnrs-gif.fr
AF: Laboratoire des Sciences du Climat et de l'Environnement (LSCE) (CEA-CRS-UVSQ), Avenue de la Terrasse France, Gif-sur-Yvette, 91198, France
AB: Research has shown that most teachers will teach the way they have been taught, unless a sustainable intervention has taken place. This has the greatest implications for teachers of science, where those who have been taught with inquiry approaches will employ inquiry approaches in their classrooms, and those who have been taught with lecture and note taking will teach primarily using lectures and note taking. If our children are to learn about the nature of science, they need to be taught using constructivist and inquiry methods. A teacher who only uses textbooks and lectures will not create students who can employ critical thinking skills indicative of the nature of science. There is a way to change the way our teachers teach science, and that is by exposing teachers to authentic inquiry. The Teacher at Sea Program sponsored by Institut Polaire Francais (IPEV) created such an opportunity for 4 teachers, who participated in the PACHIDERME deep sea sediment cruise on the R/V Marion Dufresne off the coast of Chile for 3 weeks in February, 2007. While onboard the teachers assisted research scientists from France, Germany, Norway, and Chile in their quest to gather and analyze sediment cores for clues to past climates. The teachers were immersed in the research projects right from the start. They all participated in a "watch" and assisted those on the watch with the processing of the cores, which included properly labeling and packaging each of the core segments. Prior to the packaging, preliminary analysis was done to identify the physical and biological attributes of the core. The scientists gave of their time to coach the teachers not only on the techniques they were using, but also on the process of science. Whether it's working on an unstable platform, coring into the unknown, or adjusting to the weather that Mother Nature brings, the nature and process of science out at sea is complicated. The teachers came to realize this as they sailed in and out of the fjord region and into the open ocean off the coast of Chile, and shared these experiences with colleagues and students from around the world. They sent daily logs via email, sent pictures, and answered questions sent by teachers and students from Europe, the United States, and Chile. Students kept journals as they followed the daily events of the teachers at sea. A powerpoint presentation documenting the scientific endeavors of the cruise was created and is being used by many teachers as a tool to show how scientific research is done at sea. Was this cruise effective in changing the teaching styles of those teachers on board? The teachers observed how scientists generate questions, propose study plans, and employ creative methods to answer those questions. Having witnessed the nature and process first hand, these teachers reassessed their teaching styles for scientific validity. They are employing a greater number of open/full inquiry projects where the students are constructing and seeking to answer their own questions. These students will leave their classes knowing about the challenges of doing science, and the excitement in doing science. Whether it's out at sea, in the field, or in a lab, the participation of teachers in authentic inquiry is the best way to ensure our students are participating in authentic inquiry.
DE: 0800 EDUCATION
DE: 0805 Elementary and secondary education
DE: 0825 Teaching methods
DE: 0830 Teacher training
DE: 0845 Instructional tools
SC: Education and Human Resources [ED]
MN: 2007 Fall Meeting