STUDENT LEARNING OF COMPLEX EARTH SYSTEMS: A MODEL TO GUIDE DEVELOPMENT OF STUDENT EXPERTISE IN PROBLEM SOLVING

Engaging students in authentic problem solving concerning environmental issues in near surface complex earth systems involves both developing student conceptualization of the earth as a system and applying that scientific knowledge using techniques that model those used by professionals. Students in the geosciences, and students beyond the discipline, will encounter problems in the workplace and in life, and many geoscience programs across the country believe that students should be trained to work with and suggest solutions to "wicked" or ill-structured problems. In order to address the nature of problem solving in the classroom, we reviewed the state of the geoscience education research field related to ill-structured problems, and propose a new model that applies the (1) National Research Council (NRC) Science and Engineering Practices to (2) ill-structured problems surrounding complex near surface Earth systems (CNSES) within a (3) more authentic classroom. We suggest that this model may help to make the process of student problem solving more visible by using the NRC Science and Engineering Practices coupled with classroom strategies such as the use of reflection and interdisciplinary knowledge to address societal issues. We will discuss the theoretical basis for the model, and apply the model to existing literature in the field.