|
This article describes the design and benefits of a Science and Technology Center (STC)- based workshop sponsored by the National Science Foundation (NSF). The topic in this case was hydrologic literacy in teaching issues and concepts concerning semi-arid hydrology in the Southwest, as defined by educators and scientists associated with Sustainability of semi-Arid Hydrology and Riparian Areas (SAHRA). Participants concluded that a science workshop designed to explicitly combine science content and inquiry-based pedagogy is beneficial, but learning new content is not a guarantee that it will be used in the participants' science curricula. To increase chances for teachers to alter practice, workshops must model new pedagogy while teaching new content, and instructors must be very explicit about how new teaching techniques were used to teach new content.
|
|
Intended for grade levels:
Type of resource:
Subject:
Technical requirements:
Adobe Acrobat reader
Cost / Copyright:
No cost
We encourage the reuse and dissemination of the material on this site for educational, noncommercial purposes as long as attribution is retained.
DLESE Catalog ID:
EVAL-TLKT-000-000-000-127
|
Related resources:
This resource is referenced by
Resource contact / Creator / Publisher:
Publisher:
National Association of Geoscience Teachers (NAGT) Journal of Geoscience Education (JGE) http://www.nagt.org/nagt/jge/index.html
Author:
Steven M. Uyeda Department of Hydrology and Water Resources University of Arizona
Author:
Julie A. Luft Science and Mathematics Education Center University of Texas, Austin
Author:
John Madden Mountain View High School
Author:
Jim Washburne Department of Hydrology and Water Resources University of Arizona
Author:
Lindy A. Brigham Department of Plant Pathology University of Arizona |
