Bryan Field
M.S. Oceanography, University of Maine
High School Science Teacher
Conant High School
Jaffrey, New Hampshire
Biology, physics, and marine science
Participating workshop teacher with COSEE-Ocean Systems
Participation with COSEE Network
March 13-14, 2009
OCEAN-CLIMATE CONNECTIONS | Scientist-Educator Collaborative Workshop
New England Center, University of New Hampshire
Teaching Sciences by Ocean Inquiry
Darling Marine Center, Walpole, ME
In addition to being a Maury Educator and a COSEE educator, Bryan Field is a veteran high school science teacher in New Hampshire with more than ten years of teaching experience who currently teaches classes in physics, biological and marine sciences. He has a scientific background- a master's degree in oceanography - which he still draws strongly upon in his teaching practice today. He reports that he weekly introduces current scientific research to his students via access to Google News, Discover and Scientific American journals. Bryan has attended two COSEE-Ocean Systems workshops: Teaching Physical Science Through Ocean Inquiry and the Scientist-Educator Collaborative Workshop at the University of New Hampshire in March 2009.

In preparation for later workshops, Bryan and the other educator participants were asked by COSEE-OS staff to rate specific Ocean and Climate Literacy Principles in terms of the "relevancy level" to their teaching situations, and their "comfort level" with the content of the principles. Bryan specifically commented on the Climate Principle addressing carbon cycling and its affects on climate change: he and his students, "spend a lot of time working on the impact of humanity in the sea-covering climate change topics through biogeochemical cycling, carbon dioxide build-up, removal by algae, ocean acidification..." To help with these complex topics, Bryan enjoys encouraging his students to think of "systems ramifications" - how do all the parts of the ocean and climate systems link together at different spatial and temporal scales?
Bryan was very familiar with concept mapping prior to participating in the March 2009 workshop, and currently uses it in his practice in a variety of ways including as a tool for curriculum, teaching, assessment, and planning. To quote Bryan, the process of concept mapping is "extremely useful for the clarification of ideas."

Bryan reports that as a result of the March 2009 collaborative workshop, he will be able to show his students how to directly use the online Ocean Climate Interactive and the Concept Map Builder so they can build their own maps ("I will be giving them direct access very soon!"). His students can also work with and customize the scientist-educator consensus map his group created during the workshop to "demonstrate how we know that anthropogenic CO2 is responsible for climate change."

The photographs on this page show his students constructing concept maps on their own in the classroom in order to explore connections between genetics concepts in the study of biological sciences.
LEARN MORE About the Concept Maps This Educator Partnered On
Concept map
What is the Evidence for Climate Change? How Do We Know How Much Humans are Responsible?
Elizabeth Burakowski, Bryan Field, Maddy Kelly, and Polly Wilson