Earth System Science—Multiple teaching styles impacting teacher training programs

As with most areas of the U.S., Maine is starting to experience the rapid increase in interest in a new approach to the teaching of Earth Science. Having taught Earth Science since 1965, I have seen the changes and growth of knowledge that we have today. As a ninth grade Earth Science teacher, I am seeing the struggle emerge as we attempt to implement the transition to a new style of instruction.

I am also involved with the development of at least two national online professional development projects and teacher training programs in Earth System Science. One program generally follows traditional individual teacher training design, while the other focuses on group activities with the PBL, Problem Based Learning, concept. It will be significant for professional development to determine if one of the formats, or perhaps a combination of the two formats becomes the style of the teacher training method and its impact on our school curriculums. It is from the varied facets of classroom teacher, professional development trainer, and program styles training that I wish to document and present the changes and constrainsts of this evolving Earth Science teaching situation. It appears that major changes are imminent for the teaching of Earth Science in this country.