Enhancing High School Students’ Understanding of California’s Geologic Hazards
Sam Stanton
Dept. of Geological Sciences, California State University Northridge, 18111 Nordhoff Street Northridge, CA 91330-8266
ABSTRACT
The California State Board of Education has chosen six earth science topics to be covered in grades 9-12 on the California Standardized Test (CST). These topics, which are also included on the Standardized Testing and Reporting Program (STAR), include: Earth’s Place in the Universe, Dynamic Earth Processes, Energy in the Earth System, Biogeochemical Cycles, Structure and Composition of the Atmosphere, and California Geology. Because the majority of California’s high school science teachers have degrees in Biology, and to a lesser extent Chemistry and Physics, teaching earth science, and in particular details related to California geology, poses a unique challenge. This challenge is clearly seen in the STAR program’s 2006 report. Of ~ 1.1 million students who took the CST in science during 2006, only 23% scored at or above proficiency within Earth Science classes and only 9% scored at or above proficiency within Integrated Coordinated Science (ICS) classes. Additionally, earth science scores are the lowest when compared to biology, chemistry, and physics. The goal of this project is to increase the percentage of students scoring at or above proficiency within the earth science section of CST, and to help teachers teach the key ideas about California’s geologic hazards by developing a hands-on laboratory activity.
Between September and November (2006) 290 students in grades 9-12 from Northridge Academy High School (NAHS), located on the CSUN campus, participated in the new activity. The activity focused on geologic hazards in California such as earthquakes, tsunamis, coastal erosion, and volcanic eruptions, and incorporated student research, group work, and class presentations. The activity began with a lecture presentation which led to the laboratory exercise. The students were given pre- and post-activity assessments to determine how well they learned certain topics. Their results were compared to peers from other classes who did not participate in the activity. Freshmen and sophomores who participated in this activity scored an average of 11% better on the post-test than students who did not. Juniors and seniors who participated in this activity scored an average of 16.3% higher on the post-test than students who did not.
This project has increased understanding and awareness of California’s geologic hazards and will be used by teachers in future classes as a way to increase test scores in both ICS and Earth Science. The activity developed in this study is designed to be easy to implement and all-inclusive. Teachers without a background in earth science will find this assignment easy to use and a positive tool for teaching California’s geologic hazards. While California Standardized Test are not yet available, students who participated in this activity averaged higher scores than students who did not. Participating teachers describe this activity as a success. Student volunteers and lab material provided by CSUN were the most valuable assets to their classrooms. These teachers have identified additional topics with which their classes would benefit from similar interactions with CSUN.