Transferring and constructing knowledge: Designing an STC based teacher workshop

Steven M. Uyeda, Julie A. Luft, John Madden, Jim Washburne, Lindy A. Brigham

Research output: Contribution to journalArticlepeer-review


The National Science Foundation Science and Technology Center at the University of Arizona sponsored a two-week workshop for science teachers. The overall goal of the workshop was to increase participants' hydrologic literacy by teaching issues and concepts concerning semi-arid hydrology in the Southwest, as defined by educators and scientists associated with Sustainability of semi-Arid Hydrology and Riparian Areas (SAHRA). It was designed to show teachers how to teach science content using a "science as inquiry" approach. There were three phases to the workshop: developing a need to know, acquiring conceptual knowledge, and applying newly acquired knowledge. Evaluations showed that teachers felt the pedagogical discussions following each activity were as important as the content they learned, and they recommended that more workshop time be spent for these conversations. These findings support the efficacy of the workshop design and they suggest rivisions for future workshops.

Original languageEnglish (US)
Pages (from-to)484-489
Number of pages6
JournalJournal of Geoscience Education
Issue number5
StatePublished - Nov 2003


  • Education - teachers
  • Education - workshops
  • Hydrology
  • Inquiry
  • Problem-based learning

ASJC Scopus subject areas

  • Education
  • Earth and Planetary Sciences(all)


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