Eric J. Pyle

Expanding Evolutionary Theory Beyond Darwinism with Elaborating, Self-Organizing, and Fractionating Complex Evolutionary Systems

Earth systems increase in complexity, diversity, and interconnectedness with time, driven by tectonic/solar energy that keeps the systems far from equilibrium. The evolution of Earth systems is facilitated by three evolutionary mechanisms: elaboration, fractionation, and self-organization, that share universality features not found in more familiar equilibrium systems. These features include: 1. evolution to sensitive dependent critical states, 2. avalanches of changes following power law distributions with fractal organization, and 3. dynamic behaviour as strange attractors that often exhibit bistable behaviour. We propose a new approach to teaching Earth systems theory, where theoretical underpinnings of evolutionary mechanisms are introduced, followed by explorations of how the mechanisms interact to integrate the lithosphere, atmosphere, hydrosphere, and biosphere into a unitary evolutionary system. We incorporate conceptual and computer-based interactive models (included here as educational resources) within our lesson plans that illustrate a hierarchy of principles and experimental outcomes for evolutionary mechanisms. Application of this educational framework requires explicating complex systems mechanisms and their interactions, exploring their applicability to Earth systems, and imbedding them in high school as well as college introductory and upper level Earth Science classrooms to put all Earth systems on a comprehensive, integrated, universal evolutionary theoretical foundation.

New directions in Wilson Cycle concepts: Supercontinent and Tectonic Rock Cycles

Modern earth science pedagogy is increasingly based on an integrated systems framework, where all of the major earth systems, including lithospheric cycles, are interlinked and dependent on each other through feedback loops. Most secondary school and introductory college-level geology courses present the concepts of plate tectonics and rock classifi cations. However, many instructional approaches fail to integrate these topics within an earth systems viewpoint, where supercontinent cycles are viewed in both spatial and temporal dimensions, and the classifi cation of rock types is intrinsically dependent on the tectonic, as well as the depositional environment in which they were formed. This contribution presents new tectonic animations and images that allow students to investigate supercontinent cycles (e.g., the assembly and breakup of Rodinia, and the Paleozoic interactions of Laurentia, Gondwana, and Baltica) and integrated Wilson Cycle and Tectonic Rock Cycles that equate rock genesis with tectonic and environmental settings. Central to these visualizations is the concept that processes of rock genesis have evolved, and will continue to evolve, through geologic time. We discuss the conceptual and historical background for each of these visualizations, and follow this with detailed descriptions of, and educational uses for, the images and animations. To be of optimal instructional utility, the animations and images consider the visual domain as a primary, rather than secondary instructional tool. As such, they are designed to function optimally in an inquiry-driven educational setting. They take into account the complex cognitive interactions between visual and verbal representations in learning environments by providing rapid interchange between these two domains. Where factual information is of interest, e.g., when introducing a topic or relaying important background information, the typical verbal primacy is observed. But in instances where spatial and temporal relationships are of interest, such as in the Rodinia and Pangaea supercontinent cycles, and the “No Rock is Accidental” tectonic rock cycle, the visualizations assume the primary role, with text-based annotations or verbal discussion as secondary. We conclude with discussions on the importance of inquiry-based educational approaches and effective ways of evaluating educational visualizations. We suggest that to best utilize the available media (digital and paper based), the level of cognitive engagement of the learning task should be closely tied to a taxonomy of visualizations that encompass detailed, integrated representations and animations. Inquiry-based interfaces, such as we present in this paper, promote more mindful articulations of the desired learning tasks and an increased retention of the subject material outside the bounds of the classroom. Teaching a systems-based understanding of the Earth and the concepts of evolving tectonic and rock cycles provides students with holistic foundations from which they can better evaluate, and make decisions about, their living environment.

Strategies and Rubrics for Teaching Chaos and Complex Systems Theories as Elaborating, Self-Organizing, and Fractionating Evolutionary Systems

To say Earth systems are complex, is not the same as saying they are a complex system. A complex system, in the technical sense, is a group of “agents” (individual interacting units, like birds in a flock, sand grains in a ripple, or individual units of friction along a fault zone), existing far from equilibrium, interacting through positive and negative feedbacks, forming interdependent, dynamic, evolutionary networks, that possess universality properties common to all complex systems (bifurcations, sensitive dependence, fractal organization, and avalanche behaviour that follows power-law distributions.) Chaos/complex systems theory behaviors are explicit, with their own assumptions, approaches, cognitive tools, and models that must be taught as deliberately and systematically as the equilibrium principles normally taught to students. We present a learning progression of concept building from chaos theory, through a variety of complex systems, and ending with how such systems result in increases in complexity, diversity, order, and/or interconnectedness with time-that is, evolve. Quantitative and qualitative course-end assessment data indicate that students who have gone through the rubrics are receptive to the ideas, and willing to continue to learn about, apply, and be influenced by them. The reliability/validity is strongly supported by open, written student comments.

Introducing Middle School Students to the Spatial Sciences through a Community Atlas Project

Abstract A community atlas is an effective method of promoting student‐centered, learning oriented instruction. It provides an integrated framework for teaching thematic interdisciplinary material and promotes collaborative work by students, whose efforts can be shared amongst themselves and with the community. This paper describes community atlas projects from three West Virginia middle schools, in which 320 students and five teachers participated. Younger and less structured students responded with more enthusiasm to the open‐ended nature of the assignment. Self‐disciplined students produced effective web pages combining images, maps, and non‐spatial information such as demographic tables and local perceptions. Although this project was a collaboration between a university and local middle schools, sufficient resources are available for teachers to implement community atlases without specialized assistance.

The Role of Classroom Artifacts in the Clinical Supervision of Science.

How might a supervisor approach the use of classroom artifacts while helping teachers to improve their teaching? Artifacts, whether teacher or student made, provide solid, visual referents that the teacher and the supervisor can use not only as data, but also as springboards for wider distribution to other teachers.