Idaho Geological Hazards Curriculum Project
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Abstract submitted to GSA Summit 2000
WALKER,Tom C.,and OTHBERG,Kurt L.,Idaho Geological Survey, University of Idaho,
Moscow,ID 83844-3014 twalker@uidaho.edu
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| The Idaho Geologic Hazards Curriculum Project promotes
Idaho-specific geologic hazards education in K-12 schools. The project
enhances earth science knowledge and skills of students, and fosters
positive attitudes about earth science and geologic hazard issues. The
Idaho Geological Survey administered the project through a partnership
with the Idaho Bureau of Disaster Services and the Idaho Earth Science
Teachers Association. Five master teachers from elementary and secondary
schools in Idaho developed, implemented, and assessed student activities
for the demonstration year of the project. These teachers were selected
based on their qualifications and initiative in teaching that meet or
exceed national and state standards for science education. During the
project's demonstration year, each participating master teachers developed
an inquiry-based curriculum supplement on earthquakes, landslides, or
other geologic hazards, and integrated it into their regular classrooms.
The curricula emphasized community-based problem solving facilitated by
the teacher, established a learning environment of student investigation
and self-discovery, used advanced technology for data access, and
minimized traditional classroom teaching methods. These hands-on and
minds-on activities, lessons, and units were initiated at the Idaho
Geological Survey's summer field workshop. The annual workshops use
geologic-hazard mitigation issues to stimulate problem-solving activities
and foster a sense of regional stewardship by teachers and students in
their communities. To facilitate an understanding of self-discovery and an
ability to inquire scientifically, students were asked to identify
questions about local problems and issues, design and conduct
investigations, use technology and mathematics, form scientific
explanations using logic and evidence, analyze alternative explanations,
and communicate and defend scientific arguments. Following classroom
implementation and evaluation of the curriculum supplements, the results
were presented at the meetings of the Idaho Earth Science Teachers
Association and the National Science Teachers Association. |
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