Teachers’ Perspectives on the Integration of Earth Science and Connections to Reform-Based Teaching Practices

• In Event: Research In Progress Roundtable Session 5
  In Invited Roundtable: Curriculum and Assessment in Science and Vocational Education (Table 3)

Abstract

This study explores teachers' beliefs and confidence in integrating Earth science with their core discipline of biology, chemistry, or physics in a large school district. This research is situated as part of a larger NSF grant working to develop curriculum and assessments that integrate Earth science Next Generation Science Standards across traditional disciplines. Using semi-structured interviews and qualitative analysis, the study examines teachers’ perspectives on integration and their use of reform-based teaching practices. Findings reveal varying degrees of alignment with reform-based teaching practices and highlight the significance of teacher beliefs in shaping their confidence to teach an integrated Earth science curriculum. Future work will expand coding to include physics teachers and investigate connections between instructional orientations and Earth science integration.

Authors

• Lauren Browning, The George Washington University

• Jonathon Grooms, The George Washington University

• Annie Caires, University of Montana - Missoula