Journal of Geoscience Education (JGE), National Association of Geoscience Teachers (NAGT)
Abstract
This article describes the design and benefits of a Science and Technology Center (STC)- based workshop sponsored by the National Science Foundation (NSF). The topic in this case was hydrologic literacy in teaching issues and concepts concerning semi-arid hydrology in the Southwest, as defined by educators and scientists associated with Sustainability of semi-Arid Hydrology and Riparian Areas (SAHRA). Participants concluded that a science workshop designed to explicitly combine science content and inquiry-based pedagogy is beneficial, but learning new content is not a guarantee that it will be used in the participants' science curricula. To increase chances for teachers to alter practice, workshops must model new pedagogy while teaching new content, and instructors must be very explicit about how new teaching techniques were used to teach new content. Educational levels: Graduate or professional
