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Transferring and Constructing Knowledge: Designing an STC
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:
  • Graduate / Professional
Type of resource:
  • Text:
    • Journal article
  • Educational theory and practice
  • Hydrology
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)

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