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The Role of Introductory Geoscience Courses

in Preparing Teachers—And All Students—

For the Future: Are We Making the Grade?

Anne E. Egger, Geological Sciences and Science Education, Central Washington University, Ellensburg, Washington 98926-7418,
USA, annegger@geology.cwu.edu

ABSTRACT Fewer than 4000 students a year gradu- BACKGROUND
Introductory geoscience courses enroll ate with undergraduate degrees in geo- Starting in 2007, communities of sci-
hundreds of thousands of students a year, science (Wilson, 2016), however, which entists developed consensus documents
most of whom do not major in the geosci- means that these courses serve a very that define what every citizen should
ences. For many, including future K–12 large population of students that major know about climate science (Climate
teachers, an introductory course is the in anything other than the geosciences. Literacy Network, 2009), atmospheric
only place they will encounter Earth sci- Few science majors require their stu- science (UCAR, 2007), the oceans
ence at the college level. New standards dents to take a geoscience course—it is (Ocean Literacy Network, 2013), and
for K–12 science education have profound not common for biology (Cheesman et Earth science (ESLI, 2010). A few years
implications for teacher preparation, par- al., 2007), nor recommended as a cog- later, work began at the national level to
ticularly in Earth science. The new stan- nate for chemistry (ACS-CPT, 2015). In develop a new set of science standards
dards call for taking a systems approach, most cases, therefore, students enroll in for grades K–12. An early step in that
highlighting how humans interact with geoscience courses to fulfill a general process was the publication of the
Earth, making use of science and engi- education requirement (Gilbert et al., Framework for K–12 Science Education
neering practices, and engaging students 2012). Within this audience is a group of (NRC, 2012b), which articulates three
in discourse. Analysis of responses to the students that will become K–12 teachers, interconnected dimensions: science and
National Geoscience Faculty Survey as most traditional teacher preparation engineering practices, cross-cutting
(n = 813 in 2004; n = 994 in 2009; n = 972 programs do not include specific science concepts, and disciplinary core ideas.
in 2012; and n = 1074 in 2016) and data content courses as part of their curricula The disciplinary core ideas in the Earth
from 152 syllabi suggest that a systems (NRC, 2010). In the current teaching and space sciences (Earth’s place in the
approach is not widespread and human workforce, 64% of middle school teach- universe, Earth’s systems, and Earth
interactions with Earth are not empha- ers and 42% of high school teachers and human activity) emerged from the
sized, and that most instructors engage assigned to teach Earth science took no literacy documents, and thus represent
students in mostly low cognitive-level geoscience courses beyond introductory a broad consensus of the scientific
practices. While the use of discourse (Banilower et al., 2013). One critical community (Wysession, 2012). The
practices has increased over time, these purpose that introductory geoscience Framework provided guidance for the
and other active learning components courses serve, therefore, is providing development of the Next Generation
are not yet widely included in students’ future teachers with their primary college- Science Standards (NGSS), which
grades. These results suggest that courses level Earth-science experience. consist of a limited number of rigorous
are not currently well-aligned with While it is easy to lament the numbers, learning goals expressed as performance
teacher needs. However, instructors have teacher preparation is part of a complex expectations (PEs) that integrate the
access to many research-based instruc- system influenced by state certification, three dimensions (see Table S1 in the
tional resources to support them in mak- district needs and requirements, univer- GSA Data Repository ) (NGSS Lead
1
ing changes that will help all students— sity degree requirements, and many States, 2013).
including future teachers. other components (NRC, 2010). Within The vision for K–12 science education
this complex system, disciplinary in the Framework and NGSS represents
INTRODUCTION departments at institutes of higher a significant shift conceptually and ped-
Several hundred thousand students education often play the role of content agogically, especially in Earth science.
enroll annually in introductory geosci- providers. Given this role, how well do Conceptually, the NGSS take a systems
ence courses at institutes of higher introductory courses in the geosciences approach, emphasizing the dynamic
education (Martinez and Baker, 2006). serve the population of future teachers? interactions between the atmosphere,

1 GSA Data Repository item 2019217, which includes methods, additional survey results, and selected components of the Next Generation Science Standards,
is online at www.geosociety.org/datarepository/2019.

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