Understanding Earth’s interconnected systems is crucial to the future of
our nation and the world. Yet our nation’s schools have a mixed record of
effective Earth science education. While Earth science concepts are taught
throughout K-12 education, these learning experiences are often considered
of less rigor and substance than other domains of science.
In recognition of this disconnect between pressing needs and current practice,
many states are reshaping their Earth science standards, curricula, and
high-school science graduation requirements. These states are revolutionizing
their approaches to Earth science education by moving towards a
“21st century” view of Earth science, with an increased focus on Earth as a
system, use of new visualization technologies that reveal Earth’s processes in
powerful ways, recognition of Earth science as a cutting-edge domain of vital
importance for our future, and responsiveness to the national call for workforce
development.
Though significant improvement is occurring in several states, the process
of revolutionizing Earth science education across the nation is a work in
progress. Existing science education standards across the nation incorporate
some aspects of these vital concepts, but they do not fully embrace them.
Knowing which revolutionary Earth system science concepts areas are well
covered, as well as those that are not, serves to establish a baseline of understanding
that, in turn, can inform the development of a blueprint for revising
and strengthening Earth system science standards over the next decade. This
study establishes such a baseline.
This study also provides the National Oceanic and Atmospheric
Administration (NOAA) with detailed information that will support implementation
of its education plan to “establish an environmental literacy program
to educate present and future generations about the changing Earth and its
processes, to inspire our nation’s youth to pursue scientific careers, and to
improve the public’s understanding and appreciation of NOAA’s missions”
(Department of Commerce, 2004). Specifically, this study provides NOAA with
detailed information regarding the extent to which state K-12 standards address
NOAA’s domains of strategic interest—particularly ocean, atmosphere,
and environmental literacy.