FROM DISCRETE TOPICS TO INTEGRATED SYSTEMS: CHANGING THE WAY K-12 TEACHERS VIEW EARTH SCIENCE

Owing to increasing emphasis on Earth as a system in geoscience research and recognition of the need for a more earth science literate public, it is essential that K-12 teachers develop an Earth systems perspective. Too commonly, teachers teach compartmentalized curricula driven by fragmented state learning standards. To foster a view of Earth as a system, the Institute for Global Environmental Strategies supports institutions in offering courses in Earth System Science (ESS) through the Earth System Science Education Alliance (ESSEA; http://esseacourses.strategies.org/index.php).

SUNY Oneonta's ESSEA course is Exploring Earth's Integrated Systems (EEIS), offered on-line for in-service teachers. EEIS explores the interactions of processes and materials among Earth's lithosphere, hydrosphere, atmosphere, and biosphere through trigger events (e.g., volcanic eruptions, hurricanes, melting permafrost, etc.) which perturb these systems. Most participants are Earth science teachers, but about 20% teach biology, middle or elementary science.

In a metacognitive exercise to evaluate the impact of EEIS on teachers' thinking about Earth processes, 81% (n = 21) expressed changes in their thinking after experience with ESS. Two (9.5%) reported no change but indicated that ESS had deepened their thinking. Thus, 90% of EEIS participants reported changes in their thinking about Earth processes. One teacher (4.8%), who was already familiar with ESS, reported no change and another (4.8%) misinterpreted the assignment.

When teachers were queried as to whether they would use a systems approach with their students, eleven (52.4%) indicated that they had already conducted ESS activities in their classes while taking EEIS. The remaining 47.6% described plans to implement systems-related activities next year.

EEIS participants recognized additional benefits from the systems approach. Several felt that the linkages among topics made it easier for them to understand concepts and that ESS promoted higher order thinking. Some noted that ESS provides a way to integrate review of previous topics with new content. Finally, several felt that ESS provides an accessible entry point to Earth science content for non-Earth science teachers because it enables them to connect through other areas of expertise (e.g., biosphere).