NEW EARTH-SCIENCE FIELD-ORIENTED COURSES FOR TEACHERS AT UW-RIVER FALLS

Recently, UW-River Falls has been revamping its Masters in Science Education program, including the Earth Science Education curriculum. Two of the newest courses are Field Geology for Teachers and Field Hydrology and Geomorphology for Teachers. These classes expose participants to a variety of field experiences and techniques. They develop observational skills, use of field instruments, data interpretation, and synthesis, and provide opportunities for teachers to enhance their own curricula.

These 3-week courses were team-taught by two UW-River Falls geology faculty, assisted by a Master Teacher (an experienced earth-science teacher). Recently, twelve students (all current teachers) took these classes; their prior geologic training ranging from minimal to substantial. The structure for these courses worked well. It involved cycles of 1) brief introductions and theory relevant to the next field trip/project; 2) field experiences involving inquiry, observation, sample collection, measurement, and interpretation of data; and 3) return to the classroom for post-trip analysis, group discussions, and summary lectures. Participants assembled their own field project notebooks. Periodic evaluations of the field notes were completed by the instructors. Participants also presented and shared lists of websites and their own lesson plans for integrating ideas into their own classrooms.

Geologic field trips were taken to western Wisconsin, western Minnesota/eastern South Dakota, and the Marquette region of Michigan to see Archean to Cretaceous age rocks, a range of rock types, structures, and features. Hydrologic and geomorphologic field work focused on stream flow, landscape development, groundwater-surface water interaction, and karst, glacial, coastal, and delta features within a one-hour radius of River Falls, Wisconsin.

Benefits of the two-instructor format included students seeing differences in instructors' techniques and field interpretations, more time for one-on-one instructor-participant interaction, and a greater breadth of expertise. The Master Teacher helped design the course, suggested ways in which the course could be more relevant for the participants, interacted with participants, and compiled a comprehensive photographic record on CD given to each participant.