The Role of Introductory Geoscience Courses in Preparing Teachers—And All Students— For the Future: Are We Making the Grade?

Abstract

Introductory geoscience courses enroll hundreds of thousands of students a year, most of whom do not major in the geosciences. For many, including future K-12 teachers, an introductory course is the only place they will encounter Earth science at the college level. New standards for K-12 science education have profound implications for teacher preparation, particularly in Earth science. The new standards call for taking a systems approach, highlighting how humans interact with Earth, making use of science and engineering practices, and engaging students in discourse. Analysis of responses to the

Probing the National Geoscience Faculty Survey for reported use of practices that support inclusive learning environments in undergraduate courses

“…Introductory courses reach a large proportion of the students taking geoscience courses. The number of students enrolled in the introductory courses represented in the survey responses was calculated from numbers entered by respondents and totaled 70,198 for the 2016 survey, or approximately 20% to 25% of students enrolled in geoscience courses (Egger, 2019). Given the large number of students in introductory geoscience courses, and the demonstrated value of career information to attracting students to the sciences (Hoisch & Bowie, 2010), introductory courses may be a key place to provide information and support to students related to geoscience careers.…”

Merging Earth Science With Environmental Education for Teachers Through Inquiry, Constructivist and Place-Based Learning

“…Given that teachers have a key role in improving students' learning in ES, well-designed courses for professional development should be highly prioritized (Van der Flier-Keller et al, 2011). Many teachers in training receive their only ES education at a primary college-level, and therefore the introductory courses play a critical role of preparing future teachers (Egger, 2019). Egger's (2019) research indicated that although ES education has been moving to more active and student-centered teaching strategies, (e.g.…”

“…Many teachers in training receive their only ES education at a primary college-level, and therefore the introductory courses play a critical role of preparing future teachers (Egger, 2019). Egger's (2019) research indicated that although ES education has been moving to more active and student-centered teaching strategies, (e.g. the proportion of traditional lecturing has decreased over the years with a parallel increase in active learning strategies such as discussions and activities), more effort is required to further improve learning as the following problems remain: 1) the concept of systems thinking is rarely mentioned and incorporated in introductory ES courses; 2) little time is spent on highlighting human connections with Earth's systems; and 3) engaging with data and practices is relatively rare compared to emphasis on content knowledge.…”

“…Interview with a Rock 2018Rock & 2019final portfolios). The redesigned EDU452 highlights system thinking, connections between humans and Earth's systems and engaging with practical issues and samples, which are critical aspects mentioned by Egger (2019) to improve learning and better prepare future teachers.…”

“…Most students supported and appreciated the "ownership" of knowledge from constructivism despite experiencing frustration to different degrees (Informal interview Module 2 & 4;focus groups 2018& 2019.…”