RESEARCH-ORIENTED EARTH AND ENVIRONMENTAL SCIENCE FIELD PROJECTS: SUCCESSES IN SCIENCE TEACHER PREPARATION PROGRAMS

The current emphasis on inquiry-based constructivist science teaching methods requires teachers to be proficient in more than just basic content and teaching strategies. To be effective teachers, these professionals must also be skilled in the design and implementation of research-style investigations.

At Loyola College in Maryland, topics in the earth and environmental sciences are used as the basis for field research projects that teach our Education students science content and the design of age-appropriate investigative activities, as well as how to implement those activities in a stimulating, inquiry-based learning environment.

Watershed Studies – Students use topographic maps and aerial photographs to delineate the boundary of a local watershed, to identify current land use patterns, and to select appropriate locations for water quality testing. Testing, data analysis, and interpretation are performed on-site, allowing students to make connections between stream water quality and adjacent land use practices. Students then relate their research results to science teaching standards, in order to develop a unit-plan for use in their future classrooms.

Land Use Assessment – Students construct a topographic base map of a local stream valley, and then generate current land use/cover type maps in preparation for an analysis of potential land use changes. Soil texture, moisture, and depth data, as well as slope angle and infiltration/runoff potential information are then collected throughout the map area, in order to assess the impact of proposed residential or agricultural development. Students create maps and reports delineating suitability and erosion potential, as well as a proposal for an analogous study with their future students.

Climate Change - During a summer research project investigating relict shorelines of the Chesapeake Bay, students collect subsurface geophysical, sedimentological, and biological data through the use of ground penetrating radar, vibracoring, and hand-augering equipment. Through guided data analysis and interpretation, students are able to identify climate-related changes to the shoreline of the bay. Students then prepare field and laboratory exercises for their own classrooms, relating the design and discoveries of the study to their own students.