Promoting K-12 Community Research and Service Through the Washington Earth Science Initiative

Abstract

K-12 educators teaching earth science presently face a unique opportunity to engage students in community-based studies of environmental problems because of the recent focus on environmental issues in the geology profession and new national education standards encouraging inquiry-based learning and community outreach. The Washington Earth Science Initiative, a K-12 teacher enhancement program in Washington State, is providing teachers the background knowledge, human and material resources, and time to develop community-based studies on flooding, salmon habitat restoration, groundwater resources, earthquakes, volcanic hazards, and other environmental issues facing the citizens of Washington. During an intensive three-week summer institute teachers learn how to use and acquire a range of research resources such as topographic maps, aerial photographs, survey equipment, and computers so they are able to conduct long-term research projects with their students. Teachers also employ a number of pedagogical techniques modeled during the institute to create a series of inquiry-based activities that provide their students with the background knowledge and skills necessary to conduct the research. A number of community representatives give presentations and lead field trips early in the institute to demonstrate to teachers the range of organizations involved in environmental studies and their willingness to work with teachers. This motivates the teachers to contact other organizations near their schools later in the institute and the teachers are often surprised to find how willing these groups are to work with them in developing long-term projects. While the community-based K-12 projects are of great value to teachers, students, and the community, the collection of authentic research results useful to community leaders has been limited by numerous school district constraints and the lack of existing data collection efforts by community leaders that could benefit from student and teacher participation.