An Inquiry-Based Approach to Teaching the Spherical Earth Model to Preservice Teachers Using the Global Positioning System

• Published in: Journal of college science teaching Vol. 42; no. 4; pp. 50 - 58
• Main Authors: Song, Youngjin, Schwenz, Richard
• Format: Journal Article
• Language: English
• Published: Abingdon National Science Teachers Association 01-03-2013; Taylor & Francis Ltd
• Subjects: Circumferences; Computation; Computer software; Earth; Earth Science; Educational Technology; Geographic Information Systems; Global positioning systems; GPS; Inquiry; Inquiry method; Mathematical knowledge; Mathematics education; Measurement Techniques; Preservice Teachers; Science and Society; Science education; Science Instruction; Science learning; Science Process Skills; Science teachers; Scientific Concepts; Sensors; Teaching Methods; Technology Uses in Education
• ISSN: 0047-231X; 1943-4898
• DOI: 10.2505/4/jcst13_042_04_50

This article describes an inquiry-based lesson to deepen preservice teachers' understanding of the spherical Earth model using the Global Positioning System. The lesson was designed with four learning goals: (1) to increase preservice teachers' conceptual knowledge of the spherical Earth model; (2) to develop preservice teachers' abilities to carry out scientific inquiry; (3) to develop preservice teachers' understanding of the nature of science, especially the tentative nature of scientific knowledge; and (4) to increase preservice teachers' understanding of the interrelations of science
with technology and mathematics. The lesson used the 5E model of science instruction emphasizing five essential features of classroom inquiry as guiding frameworks. The lesson was implemented with 72 preservice K-12 teachers. Preservice teachers' quotations, calculations, and drawings demonstrated their conceptions about the Earth's size and shape and how their conceptions changed. The lesson models the inquiry-based science lessons expected from classroom K-16 educators. (Contains 1 table and 8 figures.)