Can an Emerging Geo-STEM Learning Ecosystem Broaden the Reach of Critical Zone Science?

Geo-STEM learning ecosystems are systemic collaborations between geoscientists, educators, and learners to solve local or regional geoscience challenges by bringing together current STEM research and place-based education. STEM learning ecosystems have been shown to nurture improved STEM identities in participants. When the participants are K-12 teachers, can a geo-STEM learning ecosystem cultivate a geoscience identity that impacts what is taught in a K-12 classroom? In this study we connect teachers to a network of Earth scientists who make up the Critical Interface Network. Teachers gain content knowledge about the interdisciplinary nature of the geosciences and work together and with scientists to create content for their classrooms. Our goal is to assess changes in teachers perceptions of their personal and professional identities as experts in geoscience education and how this affects their content knowledge and sense of connectedness to the Earth sciences. During the Spring of 2021, we surveyed over 400 self-identifying Earth science teachers in Illinois. The survey included questions on teachers sense of connection to the scientific community, place-based learning, and their understanding of Critical Zone science topics, including sustainability. The results of this survey identify the initial state of teachers roles in the Illinois geo-STEM learning ecosystems. From the survey, 27 Earth science teachers from around the state of Illinois participated in a two-day workshop focused on the work of Critical Interface Network scientists and engineers. In this workshop, teachers worked to intentionally broaden their networks, develop place-based questions that could drive student learning, and develop Next Generation Science Standards storylines using CINet data on near surface processes, the reactive zone, and flow corridors. This initial workshop serves as launch point for a network of Illinois ES teachers who can grow into a geo-STEM learning ecosystem.