DATA DRIVEN LEARNING IN HIGH SCHOOL EARTH SCIENCE EDUCATION - A CASE STUDY

Many teachers grapple with the questions like what is the best method to get a geologic concept across, how do I know my students are learning and how can a teacher maximize student learning. Answering these questions requires data collection and evaluation at various levels. First, the teacher needs to know the prefered learning style of the students. Second, lessons need to be designed to match the learning style. Third, assessment of student learning should evaluate whether students can apply the newly learned knowledge.

Through a case study focused on teaching the concept of divergent plate boundaries the mechanics and pitfalls of the data collection and evaluation process are examined.