Shaping the future: New expectations for undergraduate education in science, mathematics, engineering, and technology. Arlington: National Science Teachers Association (NSTA), National Science Foundation. The science and engineering workforce: Realizing America’s potential. Earth-system science: A planetary perspective. Principles of geology, being an attempt to explain the former changes of the Earth’s surface, by reference to causes now in operation. Journal of Geoscience Education, 55, 413–422. College student conceptions of geo-logical time and the disconnect between ordering and scale. Students’ perceptions of the tentativeness in science: Development, use, and sources of change. Journal of Research in Science Teaching, 29, 331–359. Students’ and teachers’ conceptions of the nature of science: A review of the research. Transaction of the Royal Society of Edinburgh, I(Part II), 209–304. Science literacy: Its meaning for American schools. Time’s arrow, time’s cycle: Myth and metaphor in the discovery of geologic time. Journal of Geoscience Education, 51(1), 114–120. Using earth science research projects to develop collaboration between scientists at a research university and K-12 educators: Insights for future efforts. Gosselin, D., Levy, R., & Bonnstetter, R. Science Education, 87(5), 708–731.Įarth Science Literacy Initiative (ESLI). Measuring student understanding of geological time. Preconceptions about Earth science among students in an introductory course. The age of the earth controversy: Beginnings to Hutton. Students’ geocognition of deep time, conceptualized in an informal educational setting. Journal of Geological Education, 30, 304–309.Ĭlary, R. Time in geological explanations as perceived by elementary school students. Report of the AGU Chapman conference on scrutiny of undergraduate geoscience education, 55 p.Īult, C. This process is experimental and the keywords may be updated as the learning algorithm improves.Īmerican Association for the Advancement of Science (AAAS). These keywords were added by machine and not by the authors. An EARTHTIME geochronology kit, linked to the lesson plan activities, is available by request to K-12 teachers in the USA. The finalized lesson plan is a 90- to 120-min educational module, downloadable at, along with supporting spreadsheets and a video demonstration of the material. The teaching methods, developed iteratively during 2 years of Lab Days, were incorporated in a Geochronology Lesson Plan and Material Kit. To further develop the module, a teacher workshop was conducted to identify educators’ needs and perspectives. We also developed and tested a “Lab Day on the road,” where scientists traveled to a local high school to introduce hands-on exercises and lead discussions related to geochronology. These revealed that students greatly appreciated the hands-on exercises and that the exercises resulted in a significant increase in knowledge. Student performance and learning impact were assessed using pre-tests (1 week before the event) and two post-tests (1 week after the event and 4 months after the event). During several Lab Day tutorials, students from local high schools attended a day of workshops, participating in hands-on exercises and a discussion of geochronology in earth science research. The exercises focus on the uranium-lead (U-Pb) dating method using the mineral zircon with applications to solving geological problems. As part of the EARTHTIME outreach initiative, we have developed an educational module that teaches students about the basics of geochronology and how geologic time is measured.
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