Académique Documents
Professionnel Documents
Culture Documents
February 2016
Tools of inquiry and structures in which Earth Science thrives are, thankfully, well spelled out. From a
historical perspective, women and men of all cultures have made great impacts on studies of the Earth, sky, and
stars, and should be revered for their courage in the face of institutionalized dogma, racism, and gender bias.
Through an exploratory lens, science has the scientific method, a sound and responsible approach to bettering
the world and humanity. Understanding a third perspective, that the frontiers of knowledge are ever-changing
as new, exciting discoveries are made allows for a systematic exchange of ideas on a global scale.
Each of these three approaches (history of discovery, the scientific method, and the ever-changing realm
of collaboration) is a perfectly valid avenue to learning Earth Science concepts. The dynamite solution is in
combining all three. As an example, my pre-practicum lessons on astronomy involved Pickerings calculators
(the women at Harvards Astronomical Society) setting the spectral-lines foundation for understanding stars
across the observable universe. The lesson also involved formal establishment of scientific approaches, of
hypothesis and testing, and the well-researched, proven nature of a scientific theory. Further, as a class we
analyzed the collaboration that went into developing the H-R Diagram, which charts the stars according to
their mass, composition, and characteristics, much as the periodic table does with basic elements.
Finally, scientific inquiry requires action on the part of the students. A students willingness to learn, or
be spoon-fed science, is inadequate when we consider the very purpose of science. The beating heart of science
is inquiry. Each class units pre-assessment includes a blank space in which I prompt students to ask their
questions about the subject we are about to begin. Then, typed and cut into strips to preserve anonymity, each
question is drawn out randomly and read aloud to the class, then answered. Through two units of study and
hundreds of questions posed and answered, I have seen no questions that lacked insightfulness or genuine
curiosity about the worlds (and universes) properties and processes. Inquiry just works.
Ultimately, knowing is half the battle. Researching and continuing to learnthat leads to success on a
grand, lifelong scale. I, as a teacher, try to emulate that because it is exactly the type of benevolent Jedi mind
trick I want to use, by example as well as influence, to inspire all my students to become lifelong learners.