Publication Date

2023

Document Type

Dissertation/Thesis

First Advisor

LaDue, Nicole D.

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of the Earth, Atmosphere and Environment (EAE)

Abstract

The complex interactions between people and resources in communities that foster innovation can be thought of as ecosystems. These ecosystems have the potential to broaden participation in the geoscience community if we invest in collaborations that map out long-term solutions and career pathways for young community members. Geo-STEM learning ecosystems (GLE) engage local communities in sustainable programs that promote geoscience literacy and inspire people to learn the geosciences. A goal of GLE is to leverage existing social systems and accelerate geo-STEM solutions for society. Thus far, few studies in the geosciences have interrogated what is meant by a “learning ecosystem” and how the model may be applied in the geosciences. In this research, an emerging theory of geo-STEM learning ecosystems is outlined and used to guide a mixed-methods case study investigation into Illinois Earth science teachers who are expected to teach Earth science (ES) sustainability concepts in the Next Generation Science Standards (NGSS). However, the shortage of teachers qualified in ES introduces a need for multifaceted support focused on the relationship between humans and the planet.

We used a three-pronged approach to (1) identify the attributes that prepare ES teachers for the NGSS sustainability standards; (2) learn how ES teachers’ experiences, sense of belonging in science, knowledge, and ecological worldview contribute to their instruction; and (3) describe ES teachers’ networks of supports. For phase 1 and 2, 245 self-identified Illinois ES teachers were surveyed. Illinois is an NGSS-adopting state without a cohesive plan for implementing the Earth and Space Science standards. In phase 1, an evaluation of the survey results found that ES teachers’ content knowledge, ecological worldview and use of place-based strategies were interrelated. To untangle these, we used path analysis in phase 2 and found that teachers’ degree predicted their sense of belonging in science, which affected their content knowledge, worldview, and use of place-based instructional strategies. In phase 3, we interviewed a subset of the surveyed teachers about the networks they rely on for support when teaching ES. To different degrees, teachers rely on networks that include colleagues from schools and previous workplaces; online resources; community, state, and national organizations; and known faculty at colleges and universities.

Extent

215 pages

Language

en

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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