A Case of Fragmented High School Earth and Space Science Education in the Great Plains: Tracing Teacher Certification Policy to Students' Access

Autor/inn/en	Lewis, Elizabeth; Lu, Jia
Titel	A Case of Fragmented High School Earth and Space Science Education in the Great Plains: Tracing Teacher Certification Policy to Students' Access
Quelle	In: Journal of Geoscience Education, 65 (2017) 3, S.304-321 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.5408/17-253.1
Schlagwörter	Secondary School Science; Earth Science; Space Sciences; High Schools; Secondary School Teachers; Science Teachers; Teacher Qualifications; Teacher Certification; Scientific Literacy; Misconceptions; Urban Schools; Suburban Schools; Rural Schools; Science Achievement; High School Students; Science Tests; National Standards; Academic Standards; Interviews; Case Studies; Qualitative Research; Nebraska + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; High school; Oberschule; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrqualifikation; Missverständnis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Rural area; Rural areas; Ländlicher Raum; Schulen; High schools; Student; Students; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Qualitative Forschung
Abstract	Although U.S. high school students' access to Earth and space science (ESS) varies widely from state to state, nationally, ESS content is the most neglected area of science education and scientific literacy. States have been considering whether they will formally adopt, or less formally adapt, the new national science education standards, the Next Generation Science Standards (NGSS), which have been carefully developed and articulated in conjunction with state education leaders. However, there are many challenges with which states, school districts, and teachers must grapple to enact standards-aligned ESS science lessons. This study of one Great Plains state investigated how school districts provide ESS education at the high school level and to what degree is ESS being taught by qualified teachers. We found that 76% of districts added ESS topics to existing physical science and/or biology courses rather than offer a stand-alone ESS course. During the eight-year period investigated, the state awarded 901 science teaching endorsements to either new secondary teachers of which only 3.3% were single-subject ESS endorsements. In Phase I and II of our study we found that only 7% of science teachers teach ESS with an ESS endorsement versus a general science or other science subject area endorsement. When teachers teach ESS out-of-field they lack the confidence and subject matter knowledge to teach effectively using inquiry-based approaches and are less likely to recognize misconceptions and oversimplification of ESS content. (As Provided).
Anmerkungen	National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01