The ongoing educational anomaly of earth science placement
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Abstract
The geosciences have traditionally been viewed with less “academic prestige” 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 José 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 help to reverse the trends and unfortunate “status” in geoscience education.
| Publication type | Article |
|---|---|
| Publication Subtype | Journal Article |
| Title | The ongoing educational anomaly of earth science placement |
| Series title | Journal of Geoscience Education |
| DOI | 10.5408/1089-9995-51.4.424 |
| Volume | 51 |
| Issue | 4 |
| Year Published | 2003 |
| Language | English |
| Publisher | Taylor & Francis |
| Description | 7 p. |
| First page | 424 |
| Last page | 430 |
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