132-1 Engaging Learners: Introducing Secondary School Students to Geoscience Through a Variety of Diverse, Innovative, and Inquiry-Driven Lessons and Curriculum Methods

Abstract:

Today’s secondary school students tend to perceive geoscience as an abstract subject, often feeling it is disconnected from their lived experiences or less visible than other sciences offered in traditional curricula. Creative instructional design is essential to build meaningful entry points that encourage curiosity, foster scientific literacy, and promote broader participation. Throughout the school year, several classroom-based instructional approaches were implemented in a high school geoscience course, utilizing inquiry-driven, interdisciplinary pedagogy to make Earth science concepts personally meaningful.

One such approach was a forensic-style investigation centered on the anorthosite sample collected by the Apollo 15 astronauts. Tasked with constructing a scientific argument using the Claim-Evidence-Reasoning (CER) framework, students synthesized concepts of plate tectonics, mineral formation, and igneous petrology to solve the mystery of lunar crust formation. To bridge abstract theory with physical processes, students also engaged in hands-on modeling. They simulated mineral precipitation using eggshells and salts to create synthetic geodes, investigated isostasy using wooden blocks alongside raw granite and basalt samples, and evaluated structural integrity against seismic hazards by testing student-built designs on a custom shake table. Finally, a comparative regional case study challenged students to examine oolitic sand from the Bahamas alongside local Oklahoma soil samples, exploring how differing geologic settings dictate distinct environmental issues, climate impacts, resource management, and sustainability challenges.

Together, these strategies emphasize multiple entry points into Earth science through narrative engagement, localized relevance, interdisciplinary problem-solving, and authentic scientific argumentation. Preliminary classroom outcomes demonstrate that these methods significantly enhanced students' systems thinking capabilities and elevated general engagement. These scalable, adaptable frameworks offer secondary educators practical strategies for revitalizing geoscience curricula and broadening student interest in the Earth sciences.

© Copyright 2026 The Geological Society of America (GSA), all rights reserved.