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The ongoing educational anomaly of earth science placement

Journal of Geoscience Education

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Abstract

The geosciences have traditionally been viewed with less "aCademic prTstige" than other science curricula. Among the results of this perception are depressed K-16 enrollments, Earth Science assignments to lower-performing students, and relegation of these classes to sometimes under-qualified educators, all of which serve to confirm the widely-held misconceptions. An Earth Systems course developed at San Jos??e State University demonstrates the difficulty of a standard high school Earth science curriculum, while recognizing the deficiencies in pre-college Earth science education. Restructuring pre-college science curricula so that Earth Science is placed as a capstone course would greatly improve student understanding of the geosciences, while development of Earth systems courses that infuse real-world and hands-on learning at the college level is critical to bridging the information gap for those with no prior exposure to the Earth sciences. Well-crafted workshops for pre-service and inservice teachers of Earth Science can heIp to reverse the trends and unfortunate "sTatus" in geoscience education.

Additional Publication Details

Publication type:
Article
Publication Subtype:
Journal Article
Title:
The ongoing educational anomaly of earth science placement
Series title:
Journal of Geoscience Education
Volume
51
Issue:
4
Year Published:
2003
Language:
English
Larger Work Type:
Article
Larger Work Subtype:
Journal Article
First page:
424
Last page:
430
Number of Pages:
7