ESSP Team Research

Foundational work for the Earth Space Science (ESSP) project was done as part of the Transforming Earth System Science Education (TESSE) program (National Science Foundation, Award #0631377). This program was designed to provide pre- and in-service teachers the basics of approaching an Earth system pedagogy with an inquiry-based approach.

Please visit the TESSE Dissemination blog for a list of project activities and dissemination efforts.

Research from the TESSE project was featured in a special issue of the National Earth Science Teachers Association (NESTA)’s The Earth Scientist.

Grant proposal submitted as an outgrowth of ESSP efforts

  • NSF Improving Undergraduate STEM Education (Furman PI) Institutional Transformation of Mathematics Instruction EHR (NSF Proposal No. 1626188); 7/1/16 – 6/30/21; total budget $2,997,667

Research Papers

  • Tait, K. (2016). Help is just a click away! A podcasting series by scientists for K-12 teachers through the Pennsylvania Earth Science Teachers Association. Abstracts with Programs - Geological Society of America, 48(2): doi: 10.1130/abs/2016NE-272149
  • Webb A, McDonald S, Furman T, Gall H, Bateman KM & Tanis Ozcelik A, 2015. Plate tectonics multiple choice assessment: a pilot. Geological Society of America Abstracts with Programs. 47, 620.
  • McDonald S, Bateman KM, Tanis Ozcelik A, Gall H, Webb A & Furman T, 2015. Understanding students’ ideas about plate tectonics: a learning progressions approach. Geological Society of America Abstracts with Programs. 47, 619.
  • Bateman KM, McDonald S & Furman T, 2015. The challenge of assumptions: a comparison of curricular materials and empirical learning progressions in middle grades plate tectonics. Geological Society of America Abstracts with Programs. 47, 620.
  • Plummer, J. D., Palma, C., Flarend, A., Rubin, K., Ong, Y. S., Botzer, B., McDonald, S. and Furman, T. (2015). Development of a Learning Progression for the Formation of the Solar System. International Journal of Science Education, 37(9), 1381–1401. http://doi.org/10.1080/09500693.2015.1036386
  • Rubin, K., Plummer, J.D., Palma, C., Flarend, A., Spotts, H., McDonald, S., & Ong, Y.S. (2014). Assessing student progress along a Solar System learning progression. Science Scope, 38, 27-33.
  • Rubin, K., Plummer, J.D., Palma, C., Spotts, H., & Flarend, A. (2014).  Planetary properties: A systems perspective. Science Scope, 37, 68-72.
  • Dorsch, A., T. Furman, & L.A. Guertin. (2009). Five activities for differentiated instruction on human-induced climate change. The Earth Scientist, 25(4): 7-9. (*rubrics as PDF files for the Awareness Campaign, NOAA Survey, Research Paper, Climate Change Newscast, and Journalist)
  • Drozynski, D., J. Ellis, T. Furman, & L.A. Guertin. (2009). Students’ inquiry in and about the classroom. The Earth Scientist, 25(4): 10-13. (*questions that students asked in a Microsoft Excel spreadsheet)
  • Ellis, J., S. McAninch, H. Stout, & T. Furman. (2009). Improving comprehension of geomorphic concepts through inquiry based learning. The Earth Scientist, 25(4): 14-18. (*lesson plan as PDF file)
  • Charles, L., C. Klein, M. Narkiewicz, L. Guertin, & T. Furman. (2009). Improving Earth science instruction with an integrated Earth science systems science matrix. The Earth Scientist, 25(4): 19-22. (*no supplements)
  • Hartwell, B., K. Schoch, L.A. Guertin, & T. Furman. (2009). Understanding the rock cycle through a Choose Your Own Adventure classroom activity. The Earth Scientist, 25(4): 23-26. (*PowerPoint (.ppt) files for How To Create and The Carbon Cycle)
  • Nelson, W.R., T. Furman, & L.A. Guertin. (2009). The rewards and challenges of integrating graduate student teaching fellows into the middle school and high school classroom. The Earth Scientist, 25(4): 27-30. (*no supplements)
  • Neville, S.E., & L.A. Guertin. (2009). Integrating Google Earth with the QUEST for Earth science literacy.The Earth Scientist, 25(4): 31-34. (*visit http://www.personal.psu.edu/uxg3/blogs/googleearthquest/ for Google Earth files and supporting materials)
  • Hoffman, J., N. Vishio, M. Bembenic, L.A. Guertin, & T. Furman. (2009). Designing sustainable communities: an inquiry based approach to teaching Earth systems science. The Earth Scientist, 25(4): 35-39. (*no supplements)
  • Dorsch, A., T. Furman, & L.A. Guertin. (2009). Five activities for differentiated instruction on human-induced climate change. The Earth Scientist, 25(4): 7-9. (*rubrics as PDF files for the Awareness Campaign, NOAA Survey, Research Paper, Climate Change Newscast, and Journalist)
  • Drozynski, D., J. Ellis, T. Furman, & L.A. Guertin. (2009). Students’ inquiry in and about the classroom. The Earth Scientist, 25(4): 10-13. (*questions that students asked in a Microsoft Excel spreadsheet)
  • Ellis, J., S. McAninch, H. Stout, & T. Furman. (2009). Improving comprehension of geomorphic concepts through inquiry based learning. The Earth Scientist, 25(4): 14-18. (*lesson plan as PDF file)
  • Charles, L., C. Klein, M. Narkiewicz, L. Guertin, & T. Furman. (2009). Improving Earth science instruction with an integrated Earth science systems science matrix. The Earth Scientist, 25(4): 19-22. (*no supplements)
  • Hartwell, B., K. Schoch, L.A. Guertin, & T. Furman. (2009). Understanding the rock cycle through a Choose Your Own Adventure classroom activity. The Earth Scientist, 25(4): 23-26. (*PowerPoint (.ppt) files for How To Create and The Carbon Cycle)
  • Nelson, W.R., T. Furman, & L.A. Guertin. (2009). The rewards and challenges of integrating graduate student teaching fellows into the middle school and high school classroom. The Earth Scientist, 25(4): 27-30. (*no supplements)
  • Neville, S.E., & L.A. Guertin. (2009). Integrating Google Earth with the QUEST for Earth science literacy.The Earth Scientist, 25(4): 31-34. (*visit http://www.personal.psu.edu/uxg3/blogs/googleearthquest/ for Google Earth files and supporting materials)
  • Hoffman, J., N. Vishio, M. Bembenic, L.A. Guertin, & T. Furman. (2009). Designing sustainable communities: an inquiry based approach to teaching Earth systems science. The Earth Scientist, 25(4): 35-39. (*no supplements)