Field Geology Education: Historical Perspectives and Modern Approaches
The Integrated Ocean Drilling Program “School of Rock”: Lessons learned from an ocean-going research expedition for earth and ocean science educators
Published:December 01, 2009
Kristen St. John, R. Mark Leckie, Scott Slough, Leslie Peart, Matthew Niemitz, Ann Klaus, 2009. "The Integrated Ocean Drilling Program “School of Rock”: Lessons learned from an ocean-going research expedition for earth and ocean science educators", Field Geology Education: Historical Perspectives and Modern Approaches, Steven J. Whitmeyer, David W. Mogk, Eric J. Pyle
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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.