Although spatial-temporal reasoning is perhaps the most basic form of human intelligence, surprisingly little effort has gone into construction of a systematic, developmentally appropriate elementary and middle school curriculum designed to foster higher cognitive skills in this area. The goal of this project is two-fold: 1) to develop K-8 inquiry-based curriculum materials aimed at promoting spatial-temporal reasoning skills that can be related to earth sciences content standards, and 2) to build a sustainable professional development program at the pre-service level which can also serve as a test-bed for curriculum development and assessment. This is being accomplished within the framework of an interactive association between the San Diego State University Department of Geological Sciences "Show-Me-Geology" K-8 science education program the Liberal Studies pre-service teacher training program at SDSU, and K-8 students and in-service teachers from local school districts. Prospective K-8 teachers from the Liberal Studies program are recruited and trained to teach in Show-Me-Geology serving the dual purpose of providing "on-the-job-training" for pre-service teachers, while learning Earth Science content. Assessment and iterative development of materials is taking place as part of this process.

The "Yes or No Game" is an example of new curriculum materials under development which we have incorporated into the Show-Me-Geology program. This game, which centers around a series of poster-sized images of volcanoes, lava flows, landscapes and other images displayed around the front of the classroom, is a constructivist learning exercise that combines science content with art instruction. Training in art is important for children because it helps develop 3-D visualization and perspective and it encourages children to look closely at things. The Yes or No game also helps students develop inductive reasoning skills.

The Liberal Studies NS412D course "Processes and Inquiry in the Natural Sciences - Earth Sciences" is a key element of the curriculum development pathway we are exploring here. This course fulfills an upper division science requirement for future K-8 teachers and has an enrollment of ~60 students in two sections each semester. It satisfies the standards-based reform movements emphasis on inquiry-based constructivist learning, critical thinking skills, group learning, and the interdisciplinary nature of science (Riggs and Kimbrough, 2000, submitted).

Riggs, E.M., and Kimbrough, D.L., 2000, Progress and pitfalls in constructivist teaching in the earth sciences for pre-service teachers: Geological Society America Abstracts with Programs, v. 32, no. 7.

Riggs, E.M., and Kimbrough, D.L., 2001, Implementation of Constructivist Pedagogy in a Geoscience Course Designed for Pre-Service K-8 Teachers: Progress, Pitfall, and Lessons Learned: Journal of Geoscience Education, v. special volume on research in geoscience education [in review].