Implementing EarthComm: Teacher Professional Development and Its Impact on Student Achievement Scores in a Standards-Based Earth Science Curriculum

Abstract

This study was conducted to investigate the Earth System Science in the Community (EarthComm) curriculum in terms of its effectiveness in improving student learning. EarthComm is a high school earth science curriculum which was developed and interwoven with visions in the National Science Education Standards (NSES). Data gathered from field-testing EarthComm Modules I and II were analyzed to find significant changes between pre- and post- tests. Field test was conducted by the high school earth science teachers who completed a Teacher Professional Development program in which EarthComm and the NSES were studied. The finding demonstrated that student learning was enhanced by EarthComm when taught by teachers who were supportive of the NSES. Conversely, student scores were not significantly increased in classrooms of teachers who were weakly supportive of the NSES visions. It implies that teachers' thinking exerts a significant impact on student learning in high school earth science classroom.