ERIC Number: EJ958460
Record Type: Journal
Publication Date: 2011-Nov
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-8326
EISSN: N/A
Earth Systems Science: An Analytic Framework
Finley, Fred N.; Nam, Younkeyong; Oughton, John
Science Education, v95 n6 p1066-1085 Nov 2011
Earth Systems Science (ESS) is emerging rapidly as a discipline and is being used to replace the older earth science education that has been taught as unrelated disciplines--geology, meteorology, astronomy, and oceanography. ESS is complex and is based on the idea that the earth can be understood as a set of interacting natural and social systems. An analytic, metalevel framework is needed to understand the complexity. The framework specifies a set of metalevel essential ideas and analytic concepts that can be applied to understand the substantive structures of ESS--the essential ideas describe the general nature of earth systems, and the analytic concepts describe types of discipline-specific concepts such as the materials, processes, and variables of earth systems. An analysis for the phenomenon of carbon cycling is provided as an example. The framework allows one to determine whether what is to be taught is complete and coherent and can be used to conduct research and evaluations of curriculum, teachers' knowledge, and students' knowledge in a systematic manner. Sets of studies completed using the ESS analytic framework will allow comparability across subjects that is currently lacking. (Contains 2 tables.)
Descriptors: Social Systems, Earth Science, Intellectual Disciplines, Concept Teaching, Scientific Concepts, Educational Theories, Course Content, Unified Studies Curriculum, Curriculum Development, Curriculum Evaluation, Curriculum Design, Pedagogical Content Knowledge, Achievement Gains, Academic Standards, Illustrations, Educational Development, Change Strategies, Educational Change, Models
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A