Uses Geographic Information Systems (GIS) in a classroom exercise to examine the distribution of toxic release sites in Queens, New York. Creates a series of maps to examine the relationship between the locations of known toxic releases and demographic factors such as race, education, income levels, and linguistic isolation. (Contains 47…

Describes a field course targeting a combination of university undergraduates and K-12 teachers, emphasizing development of participants' problem-solving skills, and assessing the effectiveness of several non-traditional teaching methods. Teaches participants to develop and test their own ideas. (Contains 19 references.) (Author/YDS)

Introduces the "Where are We?" software and lessons that are designed to help children in grades 2-4 learn to translate between the visually-perceived world that they sense around them, and the schematic representation of that landscape on a map. Evaluates the skills practiced in the software. (Contains 26 references.) (Author/YDS)

Tests a multifaceted curriculum for use in introductory earth science classes from the secondary school to the introductory undergraduate level. Simulates the greenhouse effect with two fish tanks, heat lamps, and thermometers. Uses a hands-on science approach to develop a deeper understanding of the climate system among students. (Contains 28…

Presents an exercise designed as a team building experience for managers that can be used to demonstrate to science students the potential benefit of group decision-making. Involves the ranking of options for surviving a large earthquake. Yields quantitative measures of individual student knowledge and how well the groups function. (Author/YDS)

Introduces the Earth Science Summer Institute for elementary teachers, a program of professional development in content and inquiry. Focuses on concepts and learning demonstrating the interconnectedness of earth science topics. (Author/YDS)

Recommends that prior to peer faculty review, both parties involved should understand that there are two paradigms of education. Focuses on the alignment of peer review evaluation tools with the teaching implications of the paradigm choice. (Contains 45 references.) (DDR)

Points out that assessment of courses and curricula lags behind implementation and focuses on an evaluation project at the University of Arizona. Describes an effort to determine the effectiveness of science courses for non-majors. (DDR)

Describes the use of a scale analog model of an actual fractured rock reservoir to replace paper copies of fracture maps in the structural geology curriculum. Discusses the merits of the model in enabling students to gain experience performing standard structural analyses. (DDR)

Describes the use of several teaching techniques based on constructivist educational theory. The teaching techniques are used with preservice teachers to enable them to experience active learning strategies in the context in which science is practiced. (Contains 19 references.) (DDR)

Reports on the use of GLOBE, a teaching tool that enables students to use hands-on, inquiry-based methods to gather and interpret scientific data. Summarizes the results of teacher workshops. (DDR)

Uses analogies with everyday objects and materials as a teaching method. Explains geologic time using a roll of toilet paper that has been previously marked with Earth's history. (YDS)

Presents a lesson on volcanoes that evaluates student knowledge and misconceptions and provides factual information. (YDS)

Presents a weather forecasting activity in which students experience the original view and style of weather forecasting. (YDS)

Explains how to demonstrate to students that the relative dating of rock layers is redundant. Uses two column diagrams to simulate stratigraphic sequences from two different geological time scales and asks students to complete the time scale. (YDS)