Targeting Pre-Service Teacher Education with FINESSE: Faculty Institutes in NASA Earth & Space Science Education

Details Targeting Pre-Service Teacher Education with FINESSE: Faculty Institutes in NASA Earth & Space Science Education Targeting Pre-Service Teacher Education with FINESSE: Faculty Institutes in NASA Earth & Space Science Education

Jan 2010

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2010aas...21546509s&link_type=abstract

American Astronomical Society, AAS Meeting #215, #465.09; Bulletin of the American Astronomical Society, Vol. 42, p.505

Biology

Scientific paper

Prior work suggests that science education faculty and other science faculty who help prepare future teachers can benefit greatly from professional development (PD) incorporating educationally-researched pedagogical techniques, the latest Earth & space science discoveries, and appropriate educational resources. In response, a team of scientists and science educators has delivered four such 2-day PD experiences, through Faculty Institutes in NASA Earth & Space Science Education (FINESSE). In these workshops, participating science and science education faculty have learned strategies for working inquiry into deeper science understandings by using existing online data to research Earth & space science topics, progressing from creating a valid, easily testable question, to simple data analysis, arriving at a conclusion, and finally presenting and supporting that conclusion in the classroom. This framework is the foundation of the FINESSE workshops, which also incorporate presentations by Earth & space science researchers, discussions on assessment and resources, and opportunities for participants to design individual implementation plans. This project was developed to help faculty overcome several roadblocks, including: many education faculty surveyed stated that they desired, but lacked, access to PD experiences; education faculty responsible for training pre-service education students varied greatly in their own science training and expertise, with a majority having a science background in biology but little or no experience in Earth or space science; the modeling of best science education practices in methods classes also varied greatly (e.g. related to building understanding through authentic inquiry, real data usage, connections to educational research, alignment with standards, etc.), as did the education faculty's awareness and training in the use of suitable Earth & space science resources; and that science faculty often have the content expertise, but rarely model teaching practices that are needed by classroom teachers, making it more challenging for pre-service students to translate science into their future classrooms.

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