Symphony of the Spheres: Perspectives on Earth System Science
Education
Eugene C. Rankey
Rosenstiel School of Marine and Atmospheric Sciences, University of Miami,
Miami, FL 33149
Martin Ruzek
Universities Space Research Association, 8426 Polifka Road, Whitelaw, WI
54247-9780
Welcome to this Special Issue of the Journal of
Geoscience Education, dedicated to discussing Earth
system science education: its present state and future
directions. Due to the diversity and complexity of Earth
system processes, scientists and educators commonly are
required to comprehend and apply knowledge of the
atmosphere, biosphere, geosphere, hydrosphere, and
anthroposphere in their research and in the classroom.
The exciting and integrative aspects of Earth system
science enter with the recognition that none of these
spheres occurs in isolation; instead, they interact to
produce the Earth system, in a grand "symphony of the
spheres."
The symphony metaphor can be used to describe the
concordant physical, biological, chemical and social
processes that define conditions on our planet. Just as
each instrument in a symphony works in concert with
the others to make polyphonic music, so to do elements
of air, water, land and life act and interact to create the
Earth system that operates in harmony on a planetary
scale. Whether symphony or planet Earth, the ensemble
of interrelated states and processes produces a
complexly woven music that collectively makes the
group far more interesting and dynamic than any of the
parts.
Of course the metaphor has limitations, and there are
important differences between a symphony and the
Earth system, including issues of direction (e.g., lack of a
score in the Earth system), scale and complexity. A
student of the symphony has a fundamentally finite task
when listening and examining the musical score to
extract a theme, a melody or a variation. A student of
music can even experiment with the score to examine the
effect of individual instruments or sections on the final
symphonic performance. The student of the Earth
system, however, has a much more daunting task. The
nearly infinite combined effects of a myriad of complex
processes defy simple analysis, and direct, controlled
experiments upon the system as a whole are impossible.
Yet, careful observation of the Earth system coupled with
an understanding of physical, chemical and biological
principles has given rise to complex models of air, water,
land and life processes that can be used to predict the
state, process and evolution of the system overall.
Indeed, the study of Earth system science can be
considered exploration in itself as deeper or more subtle
relationships and dependencies within and among the
spheres emerge.
Developing student understanding of these spheres
and their linkages is a central focus of Earth system
science. Hence, at its finest, Earth system science
education engages scientists and educators in the
collaborative interdisciplinary development and
offering of courses and learning resources focused on
understanding and application of Earth system and
global change science in the classroom and laboratory.
This special issue focuses on exploring exemplary
courses, curricula, degree programs, learning resources
Rankey and Ruzek - Symphony of the Spheres
and programs centered on Earth system science
education. Papers include demonstration of effective
technological tools, techniques facilitating systems
thinking, and pedagogical approaches. Authors address
diverse topics and questions including: How is Earth
system science defined and what are appropriate
strategies for conveying this concept to students? What
are the most productive instructional technologies, and
how and when are they best applied? What are effective
means to teach students of the connectivity among
spatial and temporal scales and on linkages among the
spheres? Our solicitation expressed special interest in
papers describing lessons learned in: developing and
sharing content; utilizing Earth system science topics to
engage students in science, technology, engineering and
mathematics (STEM) learning; and in building working
interdisciplinary partnerships, as well as papers that
pursued formal evaluation of Earth system science
learning materials and programs overall.
We are pleased to present here the response from the
growing community of Earth system science educators at
all levels. This Special Issue is divided into four sections
based upon general themes.
PERSPECTIVES
This section reflects an overview of the Special Issue and
two invited editorials reflecting on the history of Earth
system science education and its potential directions:
Earth System Science: A Model for Teaching Science as
State, Process and Understanding? by Donald R.
Johnson establishes a history of Earth system science and
its application to education over the past twenty years
and details the underlying interdisciplinary approach
that is best achieved through the collective efforts of
faculty and scientists across disciplines.
A Personal Experience of Designing Earth System
Science Instruction Based on a Learner-Centered
Environment Paradigm by Catherine Gautier reflects
upon the learner centered environment and recognizes
the benefits of students' active roles in their learning,
particularly suitable for Earth system science education.
PROGRAMS FOR SYSTEMIC REFORM IN
EARTH SYSTEM SCIENCE EDUCATION
This section offers a series of papers that describe
long-term programs and other efforts designed to reach
large numbers of educators or students, or to effect
systemic reform within an entire institution, beyond an
individual course. The diversity of courses and
programs highlight the multitude of opportunities in a
complex field such as Earth system science, the technical
and organizational challenges that are inherent to
developing new and multi-disciplinary learning
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environments, and the creativity of educators to address EARTH SYSTEM SCIENCE COURSE
these opportunities and challenges.
EXPERIENCES
National Programs
These selections describe the development, implementation, and impacts of individual Earth system science
An Early Introduction to Earth System Science through courses or tools. Collectively, they capture a spectrum of
Elementary GLOBE by Sandra Henderson et al. techniques that address issues related to effectively comrecognizes the opportunity to use Earth system science municating to learners such a complex topic.
topics in a storybook format with accompanying
age-appropriate learning activities and teacher resources Teacher Training
to improve primary level (K-2) literacy skills. Their
experience illustrates the importance of early exposure to An Integrated Physical, Earth and Life Science Course
Earth system science.
for Pre-Service K-8 Teachers by Jane Rice and Barb
Neureither reports on a one semester course using an
Earth System Science Education Alliance: Online Earth system science approach to explore the basics
Professional Development for K-12 Teachers by concepts of astronomy, meteorology, hydrology and
Theresa Schwerin et al. reflects on a national network of geology and employing a biome project to assess
student centered, knowledge-building virtual courses understanding.
for teachers and the sustainable impact of these courses
on teachers' content knowledge, attitudes and practices. Learning Mathematics and Earth System Science: Via
Their results illustrate how this successful program of Satellite by Lee Vierling et al. describes an Earth Systems
on-line courses effectively delivered resources and Connections curriculum for young learners and their
created a sustainable infrastructure.
teachers (K-5) and how the use of satellite imagery can be
used as an effective means of elaborating mathematics
The Earth Exploration Toolbook: Facilitating Access to and science topics.
Scientific Data and Tools by Tamara Ledley et al.
describes resources and services that help educators use Development, Implementation and Evaluation of a
Earth system science data and tools in ways that are Standards-Based Earth Systems Education Course for
interesting and relevant to researchers and students. Middle School Teachers by Ian Clark and John
They highlight the inter-related roles of scientists and Carpenter demonstrates that an integrated, thematic,
educators in providing up-to-date information and inquiry-based course is effective in increasing ESS
learning tools to a large number of instructors.
knowledge, inquiry-based methods, and effective
assessment techniques among teachers. Their course
Undergraduate Institution-Wide Programs
outcomes suggest that teacher training could be an
effective 'grass-roots' approach to facilitating expansion
Earth Systems, Environment and Society: A New of ESS concepts and approaches.
Interdisciplinary Undergraduate Major at the
University of Illinois by Donald Wuebbles et al. Course Techniques Applied to ESS
describes the rationale, philosophy, objectives and
challenges of developing a new major that offers a Creating Undergraduate Community Ambassadors of
multidisciplinary liberal arts and sciences education at a Earth System Science by Lee Vierling and Kerri Vierling
major university. The program offers Earth system describes an effort to improve the communication of
science with either a science emphasis or a human ESS-related information to non-scientists through
emphasis, both with focus on developing integrative student presentations to community groups as part of an
thinking skills.
ESS course requirement. Their insights highlight the
important role of communication in both educating the
From the Ground Up: Building an Undergraduate public and student learning.
Earth Systems Curriculum by William Head et al.
describes the unique experience of California State Developing an Archetype for Integrating Native
University - Monterey Bay, a new campus that chose to Hawaiian Traditional Knowledge with Earth System
design an interdisciplinary Earth systems curriculum Science Education by Barbara Gibson and Noelani
that places emphasis on experience-based learning, Puniwai describes a curriculum that weaves western
integrating science, policy and technology. They science ideals with traditional knowledge through a
describe the successful outcomes of their experiences in culturally appropriate curriculum as a pathway to attract
developing a program from scratch with essentially no indigenous peoples into science. Their insights reveal an
administrative,
programmatic,
or
conceptual interesting approach to the integration of human and
constraints.
scientific understandings of scientific concepts, and how
each can contribute unique perspectives.
The Global Change Curriculum and Minor at the
University of Michigan by Ben van der Pluijm describes Use of Web-based GIS for Earth and Environmental
an interdisciplinary curriculum supported by faculty Systems Education by Alec Bodzin and David Anastasio
from the natural and social sciences creating a "front applies GIS to a pre-service teacher graduate education
loaded" minor aiding students in planning their course and shows applicability to augment other
subsequent university careers incorporating Earth traditional disciplinary courses with Earth system
system knowledge. Their series of three courses content. This paper discusses how overcoming
emphasizes changes in physical and social-political implementation barriers and using an advanced tool can
aspects of the planet that are related in some way to help learners utilize and understand large and complex
human-environment interactions.
data sets.
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Journal of Geoscience Education, v. 54, n. 3, May, 2006, p. 197-201
Teaching Systems Principles and Policy Applications
Using a Reduced-Scale Carbon Cycle Model for Global
Warming by Douglas Crawford-Brown and Sarah
LaRocca describes the use of a Stella module to aid
understanding the interactions between the disciplines
that underlie Earth systems and environmental science.
This module, designed for high school and
undergraduate students, explicitly links to policy issues
as it simultaneously develops mathematics skills.
Using the Campus Nitrogen Budget to Teach about the
Nitrogen Cycle by Suzanne Savanick and Jim Perry
explains the process used to create a conceptual systems
understanding of the nitrogen cycle in the context of
sources and sinks on campus, and the effects of
management practices on the local nitrogen budget.
connection to the sense of place and the human
constructed landscape.
LEARNING EARTH SYSTEM SCIENCE
This section describes investigations that are more
conceptual or explore more philosophical questions.
These contributions highlight several important themes
that could be carried into and across the ESS learning
curricula.
Scientific Argumentation in Earth System Science
Education by Diane Schweizer Clayton and Catherine
Gautier describes the use of role playing and scientific
debate in an upper-level undergraduate geography
course, observing that students often favor presentation
style over content in their overall evaluation of an issue,
even while invoking critical reasoning skills. They
emphasize the mutually important roles of data and
critical analysis and scientific argumentation skills in
providing learners of any age the means to assess
scientific topics, including global change.
Project Based Learning, Surface Energy Balance and
Establishment of a New Undergraduate Weather
Station by R. David Baker describes how the set up and
operation of a research-quality weather station was used
to engage liberal arts students in the scientific process,
including research, proposal writing and peer review.
Zenn of Venn Revisited: Facilitating Interdisciplinary
Integration and Knowledge Discovery by Paul
Ess Course Development
Berkman observes that within an interdisciplinary
course, students typically integrate between two and
Broadening Student Horizons: The Development, three topics as a time, with implication that open-ended
Delivery and Assessment of a New Course in Earth inquiry learning materials should be designed
System Science by George Hurtt et al. describes an accordingly.
advanced undergraduate and graduate seminar-style
course designed from scratch that aims to emphasize Misconceptions About the Greenhouse Effect by
both depth and breadth delivered in an inquiry-based Catherine Gautier et al. examines students' mental
learning environment. Their course addresses the models and misconceptions, the changes observed over
breadth-depth paradox encountered in many Earth the period of the course, and the permanence of those
system science classes.
changes, leading the authors to propose key principles
that should be considered minimum knowledge for a
Development of an Earth and Space Science-focused student of Earth system science.
Education Program at Howard University by Prabhakar
Misra et al. describes a new curriculum being developed Supporting Student Conceptual Model Development
to prepare students, especially under represented of Complex Earth Systems Through the Use of
minorities, for careers in atmospheric, Earth and Space Multiple Representations and Inquiry by Karen Sell et
sciences.
al. explores the relationship between the maturity of
student mental models and the successful development
Tune In, Turn On, Link Up! Earth System Science at the of authentic, accurately expressed conceptual models of
University of Arkansas by Stephen Boss and Caroline a system. Their results highlight the importance of
Beller details a hybrid classroom/online course and uncovering student's external and internal mental
associated hands-on inquiry-based data driven activities models, to identify inconsistent conceptions, and to
illustrating the Earth system. They illustrate mitigate and explicitly address these so students can
comprehensive data that illustrate how this unique explore complex Earth systems.
approach has proven to lead to positive perceptual
changes.
Ontology and the Teaching of Earth System Science by
Julie Libarkin and Josepha Kurdziel suggests that
Geology, Resources and Environment of Latin student understanding of processes and systems often
America: Incorporating Earth System Science lacks deeper awareness of the causes of change beyond
Education in an Undergraduate Science Service Course attaching a term to a process, suggesting the need to
by Ignacio Pujana et al. describes a place-based approach develop process and systems ontologies to aid student
intended to attract Hispanic undergraduates to science understanding. Their study suggests that many
and increase awareness of Latin American geography, undergraduates lack a process-level ontology, a level
environment and challenges among non-Hispanic that might be considered essential for Earth system
students.
science education.
Implementing Earth Systems Science Curriculum:
Evaluating the Integration of Urban Environments for
an Urban Audience by Caroline Davies presents an
evaluation of the implementation of an Earth system
science curriculum in a large format introductory course
oriented for an urban audience, making a strong
Rankey and Ruzek - Symphony of the Spheres
Integrating Inquiry-based Learning into Undergraduate Geology by Xornam Apedoe et al argues that when
appropriately structured, inquiry based learning can
help students develop critical scientific inquiry skills.
The paper offers practical guidelines for undergraduate
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faculty wishing to integrate inquiry-based learning into all scales to those who seek 'to see the world in a grain of
their teaching.
sand and heaven in a wild flower,' as William Blake
might say. Developing this synoptic perspective in
To What Extent Should Human/Environment learners represents a significant challenge.
Interactions Be Included in Science Education? by Kim
Earth system science provides fundamental insights
Kastens and Margaret Turrin surveyed educational for exploring and addressing the nature and implications
standards of 49 states to explore to what extent does, or of interactions and feedbacks among organisms,
should, science education seek to change how individual including humans, and the environment. Because most
human beings and society interact with Earth and natural systems and many human systems include
Environment. Their interesting results reveal that there is feedbacks, which can limit the utility of a purely
no consistent answer to the question, and they suggest reductionist approach, the systems approach represents
that a national dialog on this issue is needed.
the only realistic basis for predicting the consequences of
our use or alteration of our environment, or for
evaluating the possible impact that changes in our
REFLECTIONS
environment will have on our society. For, as Wendell
The papers in this volume range in scope from describing Berry in Life is a Miracle notes, "…influence and
national programs to individual modules, reaching consequence are inescapable" (p. 127). Such
students from kindergarten through undergraduate and understandings form the basis for rational, sustainable
graduate levels, and even the general public. habitation and utilization of not only local environment,
Complementing the diversity of scope, the papers but of our home planet as well.
Only through studies of the past history of the
include a variety of topics, reflecting the richness of Earth
system science. These papers collectively reflect the state planet, monitoring of our present state, and modeling of
of the art in methods, tools, and philosophies in Earth our possible futures can we hope to meaningfully
address many local- and global-scale challenges of today.
system science education.
Beyond considering "best practices" for Earth system Yet, to address these, we first need trained scientists,
science education, it is appropriate to ask 'So what?', or, engineers, politicians, professionals, and lay public to be blunt, 'Would the world be any worse if Earth today and tomorrow. Earth system science education,
system science education did not exist?' And if so, how? focusing on interactions and dynamic Earth domains,
What is unique to Earth system science education that lays the foundation for the development and
maintenance of this cadre of learned people who can
enhances its value?
To begin to answer this question, we start by comprehend, communicate and address complex Earth
considering the end-member alternative - purely science issues. Hence, if developing understanding
disciplinary, reductionist science and science education. forms the requisite for meaningfully dealing with
Advocates of this approach, such as E.O. Wilson in adversaries or challenges, Earth system science
Consilience, suggest that Earth is "a lawful material education represents the 'front line' of the human
world" (p. 8) in which "nature is organized by simple struggle to live with this planet. Until we have an
universal laws to which all other laws and principles can alternative home, it is an effort in which we must
eventually be reduced" (p. 55). Taking the argument a bit participate.
further, in The End of Science, John Horgan argues that
since "Newton's laws of motion, Darwin's theory of CONCLUDING THOUGHTS
natural selection, and Einstein's theory of general
relativity" (p.6), science's 'fundamental laws' controlling In offering holistic perspectives on our world, Earth
Earth processes are known, the 'end of science' is at hand. system science offers deeper explanations and insights
We disagree. Disciplinary, reductionist science into its inner workings, in all the mystery and expansive
education will continue to educate students to look more beauty.
In
the
novel
Heraclitean Fire, his
narrowly at smaller and less consequential parts of the semi-autobiographical reflections on nature and modern
world. Although disciplinary sciences including physics science, Erwin Chargaff wrote:
and humanities all represent valuable undertakings and
form the foundation for understanding, and although
The wonderful, inconceivably intricate tapestry is
reductionism certainly has facilitated many insights, it is
being taken apart strand by strand; each thread is
only through explicit observation and analysis of the
being pulled out, torn up, and analyzed; and at
whole that we can hope to begin to understand the
the end even the memory of the design is lost and
complex dynamics of the Earth and our relation to it. In
can no longer be recalled.
the context of the symphony, it is the difference between
listening to each instrument individually and listening to He continued, noting the distinction between science for
the group as a whole.
explanation and science leading to understanding.
In our perspective, within the framework of this Indeed the study of Earth as a system, and encouraging
volume, Earth system science education is a fundamental students to consider it as such, recognizes the tapestry as
method and vehicle for fostering critical analysis and well as the thread. It is our hope that the contributions in
understanding of the Earth. We all live on this planet, this volume in some incremental way aid learners in
and our day-to-day lives are impacted by it, just as our developing their own understandings, discovering the
actions impact it. Having said that, we hastily add that traits of the tapestry and the sounds of the symphony Earth system science is not simply examining the Earth past, present and future.
as a whole. Instead, ideally, it explores a full range of
processes, phenomena, and feedback from the global ACKNOWLEDGEMENTS
down to the microscopic, offering a holistic worldview at
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Journal of Geoscience Education, v. 54, n. 3, May, 2006, p. 197-201
We wish to thank Nancy Campbell of USRA for her
longsuffering diligence in organizing papers for review
and shepherding the review process from beginning to
end. Thanks also to Carl Drummond for his advice and
guidance along the way, making this Special Issue
possible. Kim Kastens, John Snow and Owen Thompson
provided insights at a critical point in our thoughts.
Thanks to the authors who contributed to the volume,
and made it a reality. Finally, thanks to the many
reviewers who contributed significantly, helping focus
and refine the presentation of many of the papers
included here. Through the editing and review process
for the volume, and the writing of this paper Rankey was
supported in part by the contributors to the Comparative
Sedimentology Laboratory and the Center for
Southeastern Tropical Advanced Remote Sensing
(CSTARS) at University of Miami, the National Science
Foundation (Grant # EAR-0418815), the Army Research
Office (Grant # W911NF0510005), and NASA/USRA.
Ruzek
was
supported
by
NASA
grant
NNG04GA82GThe authorship on the paper is
alphabetical; we are both responsible for erroneous
content or nonsense.
Rankey and Ruzek - Symphony of the Spheres
REFERENCES
Berry, W., 2001, Life is a Miracle: An Essay Against
Modern
Superstition
Washington,
DC,
Counterpoint Press, 176 p.
Blake, W., 1805, Auguries of Innocence, http://www.
bartleby.com/236/60.html (3 April 2006)
Chargraff, E., 1978, Heraclitean Fire: Sketches from a Life
Before Nature New York, Rockefeller University
Press, 252 p.
Horgan, J., 1997, The End of Science, New York,
Broadway Books, 336 p.
Wilson, E. O., 1999, Consilience: The Unity of
Knowledge, New York, Vintage, 384 p.
201