Goal: To produce well-prepared Earth Science classroom teachers.

Method: Expose in-service teachers to a broad background in field-based instruction in physical, historical, and environmental aspects of Earth Science, followed by participation in an authentic field research project.

Objectives: Increase teachers’ understanding of Earth Science content well beyond their textbooks. Prepare teachers to be creative and adept at developing and teaching classroom, laboratory, and field exercises, and to bring authority of the subject to their classrooms through a firm understanding of how Earth Science research is performed.

Testing: A pilot of a field-based M.Ed. in Earth Science program was conducted for a cohort group of secondary science teachers from Prince George’s County, Maryland, a suburban to inner-city school system surrounding Washington, DC.

Observations: Successes and difficulties encountered:

Students with degrees in other sciences mastered concepts when allowed to “see” Earth Science in action.

Depth of terminology hindered those without a degree in Earth Science.

Relevance of material was established by incorporating teaching strategies into all classroom and field learning situations.

Logistics of field exercises were difficult for working teachers.

Learning in an active environment presented unfamiliar challenges. Many gained new insights into the difficulties of field-based instruction from their own students’ perspective.

Attrition rates in the program were high, as many were unwilling to work in field settings, in environmental extremes.

Results:

A publishable geologic study of societal relevance was conducted, contributing to the body of Earth Science knowledge, locally and globally.

Students have become confident and innovative in their Earth Science teaching, and have developed a network for sharing ideas and teaching strategies.