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Other

Description:

Given the extensive literature on the composition and evolution of continental crust there are a number of teaching strategies that can be employed to encourage active learning by students. A critical reading of this collection of articles will provide students with a good opportunity to evaluate the chemical isotopic and physical evidence that has led to the development of these models of continental crustal growth. These instructional approaches build on recommendations from Project 2061, Science for all Americans: 1) Start with questions about nature. 2) Engage students actively. 3) Concentrate onthe collection and use of evidence. 4) Provide historical perspectives. 5) Use a team approach. 6) Do not separate knowing from finding out. A compilation from the primary literature has been provided (see the reference list at the end of this web page: http://serc.carleton.edu/NAGTWorkshops/earlyearth/questions/crust.html), along with guiding questions for deeper exploration and discovery. Recommended instructional methods include: jigsaw method, role playing or debates (have each student play the role of Richard Armstrong, Ross Taylor, William Fyfe...), reading the primary literature, or problem-based learning (which is purposefully ambiguous and addresses questions that require independent discovery).

Subjects:

    Education Levels:

    • Grade 1
    • Grade 2
    • Grade 3
    • Grade 4
    • Grade 5
    • Grade 6
    • Grade 7
    • Grade 8
    • Grade 9
    • Grade 10
    • Grade 11
    • Grade 12

    Keywords:

    oai:nsdl.org:2200/20110312201301495T,Higher Education,NSDL_SetSpec_380601,Undergraduate (Upper Division),Igneous Associations and Tectonic Settings,Historical Geology,Igneous Processes,Geochemistry,Cooperative Learning , Debates , Investigative Case Based Learning, Role Playing, Jigsaw , Teaching Geoscience with Literature,Vocational/Professional Development Education,Tectonics,Igneous Rocks,Chemistry,Geoscience,NSDL

    Language:

    English

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    Public - Available to anyone

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    Creative Commons Attribution Non-Commercial Share Alike

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