Leckie, R. Mark; St. John, Kristen; Jones, Megan H.; Pound, Kate S.; Pyle, Eric J.; Krissek, Lawrence (2009): "Building Core Knowledge, Reconstructing Earth History"; comprehensive student-active learning modules for teaching about global climate change. Geological Society of America (GSA), Boulder, CO, United States, In: Anonymous, Geological Society of America, 2009 annual meeting, 41 (7), 93, georefid:2010-086613

This NSF-funded, Phase 1 CCLI project effectively integrates scientific ocean drilling data and research (DSDP-ODP-IODP-ANDRILL) with education in a spectrum of introductory geoscience courses that serve general education students, pre-service teachers, and early geoscience majors. "Science made accessible" is the essence of this goal. Our team consists of research and education specialists from institutions ranging from R1 research to public liberal arts to community college. We have developed and are currently testing a suite of data-rich inquiry-based classroom learning materials based on sediment core archives. We address relevant and timely "Big Ideas" with foundational geoscience concepts and climate change case studies, as well transferable skills valued in professional settings. Topics include: introduction to cores, seafloor sediments, microfossils and biostratigraphy, paleomagnetism and magnetostratigraphy, climate rhythms, Cenozoic overview, past Arctic and Antarctic climates, drill site selection, interpreting Arctic and Antarctic sediment cores, onset of Northern Hemisphere glaciation, onset of Antarctic glaciation, and the Paleocene-Eocene Thermal Maximum. Each module has several parts, and each is designed to be used in the classroom, laboratory, or assigned as homework. All exercises utilize authentic data. Students work with scientific uncertainty, practice quantitative and problem-solving skills, and expand their basic geologic and geographic knowledge. Students have the opportunity to work individually and in groups, evaluate real-world problems, and formulate hypotheses. Initial exercises in each module are useful to introduce a topic, gauge prior knowledge, and flag possible areas of student misconception. Comprehensive instructor guides provide essential background information, detailed answer keys, and alternative implementation strategies, as well as providing links to other supplementary materials and examples for assessment. Our classroom-tested learning materials are being disseminated through a variety of outlets including instructor workshops and eventually to the web.
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