Building a Framework for Earth System Science Literacy

Jill Karsten, Ph.D.Program Director for Diversity & Education

Directorate for GeosciencesNational Science Foundation

“I've lived in good climate, and it bores the hell out of me. I like weather rather than climate.” -- John Steinbeck (1902 - 1968)

“Some are weatherwise, some are otherwise.” -- Benjamin Franklin (Poor Richard’s Almanac, 1735)

Nano-History of U.S. Earth Science Education -- adapted from Frank Ireton (2002)

• 1950’s: Earth Science introduced into NY & PA state curricula

• 1967: Earth Science Curriculum Project released

• 1990’s: Earth & Space Science identified as core science in AAAS Benchmarks (1993) & NSES (1996)

• 1990’s: Earth System Science Education programs (e.g., ESSE; ESSEA) initiated

• 2002: Revolution in Earth & Space Science Education report issued

• 2005: Ocean Literacy framework developed

• Ongoing: Threats from creationism & intelligent design advocates

What is Earth System Science?

The Earth behaves as a system in which oceans, atmosphere and land, and the living and non-living parts

therein, are all connected. (Steffen et al., 2004).

From Johnson and Ruzek (1999)

Earth System Science Literacy Initiative

• Interagency Collaboration• Sub-system Frameworks

– Oceans [2005]– Atmosphere– Climate– Terrestrial Geology &

Hydrology– Cryosphere– Biosphere

• Integrated Framework for Earth System Science Literacy

• Mapping to Standards & Benchmarks

• Dissemination

From the Jason Project web site

Atmospheric Sciences & Climate Literacy

• Outcomes from this workshop will both:– establish an ASCL framework for

educational uses by these disciplinary communities, and

– provide raw material for the broader Earth System Science Literacy initiative

• The goal is to define what an average citizen should know, based on current science and reasonable expectations

• It is important that we avoid duplication and build on previous efforts, where appropriate

• It is essential that we engage broad community support for one set of Essential Principles & Fundamental Concepts

• It is not too early to consider next steps

Challenges for the Group

• Putting boundaries on the content areas

• Balancing what could be known scientifically with what is knowable by average citizens

• Identifying priorities• Keeping the focus on

content, not the format for content delivery

• Engaging a larger community

“Sailors . . . say the weather is a great bluffer. I guess the same is true of our human society - things can look dark, then a break shows in the clouds, and all is changed.”

-- E. B. White (1899 - 1985)

Contact information:Jill Karstenjkarsten@nsf.gov703-292-8500