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This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Document Type
Chapter
Publication Date
2018
Abstract
Knowledge and consideration of societal issues are critical for students majoring in the geosciences, as well as for non-science students and the general public who vote and make decisions that should be based on sound science. Thus, the importance of integrating geoscience with other disciplines such as urban planning, social justice, politics, communications and more has become a critical call to action for geoscience researchers and educators that merits examination. Improving undergraduate STEM education with the use of relevant issues such as societal problems is a useful mechanism to help students find science to be personally relevant and to develop their interest based on societal contexts (e.g., as is currently being done in the InTeGrate program). The grand challenges in this chapter examine the use of societal issues to teach about the Earth, which include consideration of the impact on student learning, the design principles of curricula that best integrate geoscience content within the context of societal issues, and the assessment needed to measure the efficacy of these methods.
Recommended Citation
Teasdale, Rachel; Scherer, Hannah; Holder, Lauren; Boger, Rebecca; and Forbes, Cory (2018). "Research on Teaching about Earth in the Context of Societal Problems". In St. John, K (Ed.) (2018). Community Framework for Geoscience Education Research. National Association of Geoscience Teachers. Retrieved from https://doi.org/10.25885/ger_framework/5
