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Support Materials for Poster for
American Geophysical Union Fall 2008 Meeting, San Francisco, CA

Session ED31A - 0585:
Wednesday, December 17, 2008 8:00am-12noon
Moscone Convention Center Hall D

(Click on the elements of this figure to see them in an expanded view. This image of the poster was revised to reflect the slight changes in Version 12 of the Earth Science Literacy Framework.)

Title: Using the Geoscience Literacy Frameworks and Educational Technologies to Promote Science Literacy in Non-science-major Undergraduates

Authors: J. Scott Carley, Peter Tuddenham and Kristina Bishop,
College of Exploration


In recent years several geoscience communities have been developing ocean, climate, atmosphere and earth science literacy frameworks as enhancements to the National Science Education Standards content standards. Like the older content standards these new geoscience literacy frameworks have focused on K-12 education although they are also intended for informal education and general public audiences.

These geoscience literacy frameworks potentially provide a more integrated and less abstract approach to science literacy that may be more suitable for non-science major students that are not pursuing careers in science research or education. They provide a natural link to contemporary environmental issues - e.g., climate change, resource depletion, species and habitat loss, natural hazards, pollution, development of renewable energy, material recycling. 

The College of Exploration is an education research non-profit that has provided process and technical support for the development of most of these geoscience literacy frameworks.  It has a unique perspective on their development. In the last ten years it has also gained considerable national and international expertise in facilitating web-based workshops that support in-depth conversations among educators and working scientists/researchers on important science topics. These workshops have been of enormous value to educators working in K-12, 4-year institutions and community colleges.

How can these geoscience literacy frameworks promote more collaborative inquiry-based learning that enhances the appreciation of scientific thinking by non-majors?

How can web- and mobile-based education technologies transform the undergraduate non-major survey course into a place where learners begin their passion for science literacy rather than end it?

How do we assess science literacy in students and citizens?