A case study of science curriculum integration: Earth systems approach

This case study investigates the Integrated Earth Systems Science (IESS) curriculum and instruction in a middle school. The purposes of this study are to: (1) explore one teacher's views on Earth Systems Education (ESE); (2) describe and document the characteristics of the IESS curriculum; (3) explore students' views about characteristics of the IESS curriculum and instruction; (4) investigate students' understandings related to ESE; and (5) compare IESS students' with a comparison group related to their self-reported knowledge, perceived significance, and primary information sources for Earth systems and environmental topics.;This study used a mixed methodology of qualitative and quantitative procedures. Data include observations; interviews with the teacher, Mr. Fox, and his eighth grade students; informal conversations; document analysis; field notes; and a student survey. The findings reveal that the curriculum emphasizes locally relevant topics, global concepts approached on a regional basis, and human interactions as a part of Earth systems.;Mr. Fox uses a constructivist approach to teach IESS. His primary teaching strategies are hands-on, activity-based, and project-based. Cooperative learning, concept mapping, and science field trips are integral components of his instruction. Student interviews indicate that they were positive about Mr. Fox's teaching strategies and assessment and found his strategies to beneficial to their understanding and connect classroom learning to the real world. However, their views on the use of concept maps for assessment were mixed.;The findings of the quantitative analysis indicate that self-reported knowledge and perceived significance mean scores for Mr. Fox's students were slightly higher than that of the comparison group for 13 Earth systems topics. Self-reported knowledge and significance scores related to global warming, pesticides in agriculture, and El Nino were significantly higher for Mr. Fox's students. Also, self-reported knowledge for concepts related to the value of Earth; interaction of water, land, air, and life; and cycles in nature were significantly higher for Mr. Fox's students. Additional findings indicate that a majority of Mr. Fox's students selected school as the primary information source for Earth systems and environmental topics, whereas the comparison students relied on both school and TV for their information.