The Evidence Base for Science: Earth and Space Sciences

Earth and space sciences play an important role in the K-12 classroom. Proceedings from the 2001 National Conference on the Revolution in Earth and Space Science Education note that:

Earth and space sciences education is undergoing a remarkable transformation. Long perceived as a ‘minor’ science (in contrast with physics, chemistry and biology), Earth and space sciences is emerging in both public perception and active science research as a profoundly important field. Our lives and future depend on the depth of our understanding of our home planet. The concept of Earth as a rich and complex system of interconnected components and processes has become a dominant paradigm in science. Furthermore, the Space Age has provided a revolutionary new perspective on Earth, enabling us to see, explore and investigate our world in ways never before possible.

Students interact constantly with Earth in their everyday lives. Therefore, students have the opportunity to observe, question, and study Earth and space sciences beyond the four walls of the classroom. Earth and space sciences is an integrated science, incorporating components of biology, chemistry, and physics into the study of Earth and space and has the potential to reinforce the learning of foundational science concepts from these other science disciplines.

The unique dynamics of Earth provide a constant supply of material for lessons, laboratory investigations and discussions in the classroom. Natural events occur on a global scale and can be illustrated and outlined in the classroom to stimulate student interest. Earth history, natural disasters, meteorology, paleontology, oceanography, Earth system interactions (atmosphere, hydrosphere, biosphere, and geosphere), astronomy, and rocks and minerals are concentrations within Earth and space sciences. Each of these concentrations plays an integral part in developing students’ understandings of Earth and space.

Students who observe and question the natural world develop a deeper understanding of all sciences and initiate life-long learning in the sciences. Mayer (1995) emphasizes that the study of Earth and space sciences allows students to gain literacy in science which contributes to informed, responsible decision-making as adults.

What are some common misconceptions in Earth and space sciences and how can they be addressed through teaching?

When faced with new ideas and information about a particular topic, students tend to hold on to misinformation from the past (Schoon, 1995). As students learn about Earth and space sciences, they must be provided up-to-date and accurate information. Students build upon knowledge learned throughout K-12, so the foundation developed at the elementary level must be strong. This emphasizes the importance of teacher training in the area of Earth and space sciences.

Data collected in the National Survey of Science and Mathematics Education (2000) illustrates the gap that exists in the content knowledge preparation of those teaching Earth and space sciences. Only 39% of secondary level Earth and space sciences classes are taught by teachers with six or more semesters of Earth and space sciences college-level coursework. Without adequate content knowledge, teachers may contribute to the misconceptions that students bring to their classrooms. As Cohen (1999) notes, the most common Earth science misconceptions appear to be related to instruction.

Misconceptions in Earth and space sciences can also be attributed to the media. Movies, television programs and news coverage of natural disasters are often riddled with misinformation. Some examples of common misconceptions in the Earth and space sciences include:

The Earth is closer to the sun in the summertime.
Rocks are identified using color, hardness, and a scratch test.
Tides and oceanic currents are the same thing and both are caused by the moon.
All rivers flow from North to South.
The Universe contains only the 9 planets and Sun in our Solar System.
Earthquakes do not occur in Ohio.
Humans and dinosaurs co-existed.
Groundwater is stagnant and does not move.
All radioactive materials are human-made.
Raindrops are shaped like tear drops

Successful methods of addressing student misconceptions involve student-directed exploration and research. Bybee, Trowbridge and Powell (2000) note that students are more likely to accept new information if they discover it on their own. Engaging students in laboratory activities that require problem-solving and in-depth research including written support of their findings can result in students discovering the scientifically valid concepts and dispelling their own misconceptions.

What are the roles of investigations, experiments and laboratories in teaching and learning Earth and space sciences?

Student learning experiences in the Earth and space sciences should have a strong emphasis on inquiry-based learning, the use of visualization technologies, and understanding Earth as a system. Teachers should reevaluate and redesign laboratory activities on a regular basis to maintain an emphasis on inquiry-based learning and real-world applications of scientific concepts that reflect current understandings of this dynamic field. (Giese et. al., 1992) Earth and space sciences should require students to conduct real investigations on the school grounds, in backyards and throughout the local area. Teachers should utilize the latest technology, satellite images, and data posted by research scientists and become involved in global secondary school research groups to enrich the learning experience for students. Earth systems science requires students to understand the interactions and relationships between the different systems of Earth, rather than view each unit independently. This approach encourages students to develop a deeper knowledge of Earth and space sciences (Mayer, 1995) and mirrors the study of Earth and space sciences in the scientific community. (For more information on teaching through inquiry, see Scientific Inquiry.)

Teachers of Earth and spaces sciences should modify more traditional classroom and laboratory activities so that students can examine scientific data and information and begin to design their own investigations as scientists do. Rather than present science laboratory activities as individual, isolated events, these activities should provide an opportunity for students to use the scientific processes. Recognizing, manipulating and controlling variables are essential components of a laboratory investigation, as is the necessity to repeat investigations and to review the findings of other’s investigations. Singular experiments do not accurately represent scientific investigation. Students need to conduct their own investigations, make scientific observations, offer and modify hypotheses and repeat their investigations to experience the thrill of discovery.

Technology plays an important role in the Earth and space sciences. Remote sensing, satellite imagery, seismic imaging, and access to global data via computers and the Internet are just a few of the tools that enable geologists to observe, measure and understand Earth. Technology has revolutionized Earth and space sciences research. Many of these same tools can be used in the classroom to enrich Earth and space sciences education for students. For example, allowing students to see Mars from the lens of the Mars Rover Spirit makes it possible for students to view the actual surface of Mars as scientists at NASA see it, in real time. The Mars Rover site is continually updated with new graphics and data so students can track the investigation as it progresses. Students become active, rather than passive learners when they access this information in their own classrooms. (For more information on technology in the science classroom, see Science and Technology).

Tapping new technologies provides access to unlimited resources that can encourage students to question, measure, understand, communicate and learn about Earth and space. Technology enables students to go beyond just reading and following along in a textbook. Core Earth and space sciences concepts can be learned via visual representations of ideas that otherwise might seem confusing or unclear. By effectively utilizing these rich resources, Earth and space sciences can be transformed from traditional labs and memorization of content to a dynamic, hands-on, authentic process of investigation and discovery. Barstow (2001) further notes that by using the same technologies as scientists, students acquire vital science process skills and deepen their understanding of science as a way of knowing. (For more information on teaching students about science as a way of knowing, see Scientific Ways of Knowing).

What is the role of problem-solving in Earth and space sciences education?

Chang and Weng (2002) suggest that a significant correlation exists between students’ problem-solving ability and the science process skills in Earth and space sciences. The research indicates that learning increased measurably when students were educated in solving problems and then placed in situations requiring them to seek information, reflect on observations, and apply knowledge to new scenarios (Chiappetta, 1981). Problem-solving must be a key component of the Earth and space sciences curriculum.

One way to incorporate problem-solving skills in Earth and space sciences is with project-based science. Krajcik et al. (2002) describe project-based science as a method of science instruction that supports the inquiry approach to science education. Solving real-life problems called “driving questions” and working collaboratively with others for longer periods of time greatly enhances the depth of student understanding. The “driving questions” must be chosen to reflect real interests and concerns in the lives of students and in the communities in which they live, in order to increase student engagement. Krajcik et al. found that students who participated in project-based science scored significantly higher on the 1996 National Assessment of Educational Progress (NAEP) than students who did not participate in such experiences.