Abstract
The Paleo Exploration Project (PEP) was a University of Montana (UM) professional development program serving K-12 teachers from eastern Montana. Two cohorts of 25 teachers each completed the program. Each cohort was engaged in the training for 12–18 months. The program began with several 2-day teachers’ weekend workshops during the spring semester. The following summer, teachers attended a weeklong summer research institute with middle-school-aged students. Over the next academic year, teachers took part in a final weekend workshop and developed, and in most cases implemented, their own learning activities with their students. Using a design experiment framework, we learned that teachers needed (1) additional hands-on practice with the technologies, (2) a curriculum component that was targeted more directly on scientific inquiry, and (3) more practice with project design.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Barab, S., & Leuhmann, A. (2003). Building sustainable science curriculum: Acknowledging and accommodating local adaptation. Science Education, 87(2), 454–467.
Borko, H., Stecher, B., & Kuffner, K. L. (2006). Using artifacts to characterize reform-oriented instruction: The scoop notebook and rating guide (CSE Technical Report No. 707). Los Angeles: UCLA National Center for Research on Evaluation, Standards and Student Testing.
Brown, A. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 2(1), 9–13.
Dixon, P., & Wilke, R. (2007). The influence of a teacher research experience on elementary teachers’ thinking and instruction. Journal of Elementary Science Education, 19(1), 25–43.
Gorr, W., & Kurland, K. (2005). GIS tutorial: Workbook for ArcView 9. Redlands, CA: ESRI Press.
Gorr, W., & Kurland, K. (2007). GIS tutorial: Workbook for ArcView 9 (2nd ed.). Redlands, CA: ESRI Press.
Sinton, D. S., & Lund, J. J. (2006). Understanding place: GIS and mapping across the curriculum. Redlands, CA: ESRI Press.
Trautmann, N., & MaKinster, J. (2010). Flexibly adaptive professional development in support of teaching science with geospatial technology. Journal of Science Teacher Education, 21(3), 351–370.
Weimer, R. J. (1960). Upper cretaceous stratigraphy, rocky mountain area. American Association of Petroleum Geologists Bulletin, 44, 1–20.
Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87(1), 112–143.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Almquist, H., Blank, L., Crews, J.W., Stanley, G., Hendrix, M. (2014). Field-Based Research Partnerships: Teachers, Students, and Scientists Investigate the Geologic History of Eastern Montana Using Geospatial Technologies. In: MaKinster, J., Trautmann, N., Barnett, M. (eds) Teaching Science and Investigating Environmental Issues with Geospatial Technology. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3931-6_3
Download citation
DOI: https://doi.org/10.1007/978-90-481-3931-6_3
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-3930-9
Online ISBN: 978-90-481-3931-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)