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The Integrated Ocean Drilling Program “School of Rock”: Lessons learned from an ocean-going research expedition for earth and ocean science educators

By
Kristen St. John
Kristen St. John
Department of Geology and Environmental Science, MSC 6903, 7125 Memorial Hall, 395 S. High St., James Madison University, Harrisonburg, Virginia 22807, USA
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R. Mark Leckie
R. Mark Leckie
Department of Geosciences, 611 North Pleasant Street, 233 Morrill Science Center, University of Massachusetts Amherst, Massachusetts 01003-9297, USA
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Scott Slough
Scott Slough
Department of Teaching, Learning and Culture, Texas A&M University, 308 Harrington Tower, MS 4232, College Station, Texas 77843-4232, USA
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Leslie Peart
Leslie Peart
Ocean Leadership, 1201 New York Ave, NW, 4th Floor, Washington, D.C., 20005, USA
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Matthew Niemitz
Matthew Niemitz
Adobe Systems, Inc., 601 Townsend Street, San Francisco, California 94103, USA
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Ann Klaus
Ann Klaus
Integrated Ocean Drilling Program, Texas A&M University, 1000 Discovery Drive, College Station, Texas 77845-9547, USA
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Published:
December 01, 2009

The “School of Rock” (SOR) expedition was carried out onboard the JOIDES Resolution during a 2 wk transit from Victoria, British Columbia, Canada, to Acapulco, Mexico, in 2005 as a pilot field program to make scientific ocean drilling research practices and results accessible to precollege educators. Through focused inquiry, the program engaged and exposed 10 teachers and three informal educators to the nature of scientific investigation at sea and to the data collected and discoveries made over nearly four decades of scientific ocean drilling. Success stemmed from intense planning, institutional support, and a program design built on diverse experiences of the instructional team and tailored to educator needs, including an integrated C3 (connections, communications, and curriculum) instructional approach. The C3 approach allowed teachers time to work on curricula for their classrooms, to communicate with their students, and to make a variety of connections—from curricula to people to “the science.” While instructional materials were designed and taught at an undergraduate to graduate level for nongeoscientists, as part of the field program, the participants adapted and/or developed new activities for use in their grade 5–12 classes and museum settings during and after the expedition. Communication was supported by a daily updated interactive Web site, which also extended the SOR learning community to nonparticipant educators and the general public, before, during, and after the expedition. Success is demonstrated by the resulting curriculum materials and by the formal and informal collaborations that have led to transformative career changes of teacher participants.

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Contents

GSA Special Papers

Field Geology Education: Historical Perspectives and Modern Approaches

Steven J. Whitmeyer
Steven J. Whitmeyer
Department of Geology and Environmental Science, James Madison University, USA
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David W. Mogk
David W. Mogk
Department of Earth Sciences, Montana State University, USA
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Eric J. Pyle
Eric J. Pyle
Department of Geology and Environmental Science, James Madison University, USA
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Geological Society of America
Volume
461
ISBN print:
9780813724614
Publication date:
December 01, 2009

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