Nick Haddad | TERC - Academia.edu (original) (raw)

Papers by Nick Haddad

AGU Fall Meeting Abstracts, Dec 1, 2013

AGU Fall Meeting Abstracts, Dec 1, 2005

Earth science data and data access and analysis tools have, for the most part, been collected and... more Earth science data and data access and analysis tools have, for the most part, been collected and developed for and by scientists. The Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet) has been developed in order to facilitate the broadest use of those data and tools . The EET makes Earth science datasets and analysis tools more accessible and usable by educators and

Journal of geoscience education, 2003

Through the Earth System Scientist Network project we are working with scientists to facilitate t... more Through the Earth System Scientist Network project we are working with scientists to facilitate the meaningful participation of students in their research projects. In these projects the scientists can take advantage of having an extended research team, and the students and teachers can contribute to a research project while developing skills in inquiry and expanding content knowledge in Earth system science. In order to successfully achieve these partnerships the development of each research project requires the scientist and development team to address a series of issues. These include identifying the scientific research questions, the data that the students will analyze, the requirements for participating schools, the tools and protocols that the students and teachers will use during their research, logistical issues such as assuring that all the instruments and tools are available to the teachers and students, the background information and training they will need, additional research questions that can help spark the interest of students and encourage them to ask their own questions, and meaningful recognition of students and teachers for their contributions to the research projects.

American Geophysical Union eBooks, Feb 1, 2016

AGU Fall Meeting Abstracts, Dec 1, 2012

Journal of geoscience education, Sep 2, 2014

ABSTRACT The EarthLabs Climate program encourages high school students to develop systems thinkin... more ABSTRACT The EarthLabs Climate program encourages high school students to develop systems thinking and scientific knowledge as the basis for climate literacy. In this paper, we introduce three components of the effort: curriculum development, teacher professional development, and evaluation. The main focus is on the two-part teacher professional development program, which enables a small group of exemplary teachers, known as EarthLabs “teacher leaders,” who have reviewed and tested the EarthLabs Climate modules (part 1) to lead a summer workshop introducing high school teachers to modules (part 2). Evaluation results from the first workshops held in Texas and Mississippi in summer 2012 reveal that participants appreciated the variety of activities covered, including online resources, individual work, small group work, hands-on activities, outdoor activities, field trips, and scientist lectures. Self-reported content learning and increased confidence in teaching the three main topics was positive for almost all participants. These results, in combination with teacher leaders' observed pedagogic practice and reported impact of their participation, suggest that the EarthLabs Climate two-part model of teacher professional development is effective. This success is largely because of our support system for teacher leaders to help them plan and deliver summer workshops, as well as the emphasis placed on supporting their continued professional growth. We are confident that EarthLabs Climate teacher leaders are competent to continue to offer professional development to their colleagues and to sustain climate education beyond the current effort. Research on student learning and detailed evaluation results will be presented elsewhere.

The Earth Exploration Toolbook (EET) presents step-by-step examples of using Earth science datase... more The Earth Exploration Toolbook (EET) presents step-by-step examples of using Earth science datasets and data analysis tools in educational settings. Each chapter in the EET walks users through a compelling case study in which they use data and analysis tools to explore issues and concepts in Earth system science. Designed for use by K-12 teachers, undergraduate faculty, and their students, each chapter provides enough experience and in-depth knowledge of the resource to enable an educator to use it, apply it to other teaching contexts, or help students use the resource to explore and investigate aspects of the Earth system of interest to them. Using our experience in developing the initial five chapters of the EET we are developing a template for the structure of a chapter. This web-based template will allow those outside the project, who have Earth science datasets and data analysis tools that they would like to be used by the educational community, to contribute a new chapter to t...

American Journal of Physics

The principle of energy conservation cannot be fully accepted or applied in most real-world conte... more The principle of energy conservation cannot be fully accepted or applied in most real-world contexts without an understanding and acceptance of the idea of dissipation: when the perceptible changes in the system have stopped, the energy that was present in the beginning is still present in the system and its environment, even if it is no longer detectable. This idea is challenging for learners of all ages and presents a serious obstacle to understanding. Results from Focus on Energy, an innovative elementary-school energy curriculum, show that fourth-and fifth-grade students can engage productively with the idea of dissipation, leading to a model of energy that includes dissipation. The curriculum does not explicitly include dissipation as a learning target, but it includes early and frequent exposure to dissipative phenomena, a meaningful conceptual framework, and appropriate representational tools. These resources offer opportunities to reason about dissipation and incorporate it into the students' developing energy model. In an openresponse assessment, 23% of Focus on Energy students spontaneously included dissipation in their tracking of energy in a wind-up toy, compared to 3% for students who received standard energy instruction. Adult teachers experience similar difficulties with the concept of dissipation, and results from professional development workshops show that the same curricular approach is effective with these adult learners. We suggest that if young children and adult teachers can begin to reconcile energy conservation and energy dissipation, then similar instructional approaches could enable high school and college students to engage productively with dissipation ideas.

Journal of Geoscience Education, 2006

Journal of Geoscience Education, 2003

Page 1. ABSTRACT Through the Earth System Scientist Network project we are working with scientist... more Page 1. ABSTRACT Through the Earth System Scientist Network project we are working with scientists to facilitate the meaningful participation of students in their research projects. In these projects the scientists can take advantage ...

National Aeronautics and Space Administration, 2007

Journal of Geoscience Education, 2014