Laboratory Earth: A Model of Online K-12 Teacher Coursework

Laboratory Earth, a series of three NASA-Sponsored, on-line graduate courses for K-8 teachers, was designed to meet a variety of learning styles and appeal to teachers' motivation to learn the content and improve their teaching. This is especially important to teachers as they seek to demonstra...

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Bibliographic Details
Published in:Journal of geoscience education 2010-09, Vol.58 (4), p.203-213
Main Authors: Gosselin, David C., Thomas, Julie, Redmond, Adrienne, Larson-Miller, Cindy, Yendra, Sara, Bonnstetter, Ronald J., Slater, Timothy F.
Format: Article
Language:English
Subjects:
Action Research
Communities of Practice
Course Content
Data collection
Design
Distance Education
Distance learning
Earth Science
Educational Technology
Elementary Secondary Education
Graduate Study
Higher education
Internet
Internet access
Learning
Learning Modules
Mixed Methods Research
Online Courses
Online instruction
Pedagogical Content Knowledge
Pretests Posttests
Professional development
Program Effectiveness
Psychological Patterns
Science education
Science Instruction
Science Teachers
Self Efficacy
Student Centered Learning
Surveys
Teacher Attitudes
Teachers
Teaching Methods
Teaching Skills
Technological change
Technology Uses in Education
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Summary:Laboratory Earth, a series of three NASA-Sponsored, on-line graduate courses for K-8 teachers, was designed to meet a variety of learning styles and appeal to teachers' motivation to learn the content and improve their teaching. This is especially important to teachers as they seek to demonstrate "highly qualified" status to meet No Child Left Behind standards. These graduate-level courses consist of four modules of two to four lessons each. Pre- and post-course surveys indicated significant increases in teachers' (n=51) content knowledge, science teaching efficacy beliefs (STEBI-A), sense of community within the course (LEO) and science teaching enjoyment (STES). Qualitative data indicated teachers valued the cohort system, content aligned to teaching needs, and the instructor's response to requested feedback. Results indicated that online courses can provide valuable professional development opportunities for K-12 science teachers to deepen their knowledge, sharpen their skills, and maintain their knowledge of science developments. Because teachers play an important role in the development of their student's attitudes towards science, it is extremely important that science and education communities collaborate to create courses that use contemporary pedagogy to address the content-knowledge needs of teachers required by National Science Standards criteria.
ISSN:1089-9995
2158-1428
DOI:10.5408/1.3534859