Launching and maintaining an elementary science program in a large city system

1932 ◽  
Vol 16 (6) ◽  
pp. 462-467
Author(s):  
Paul G. Edwards
2000 ◽  
Vol 100 (4) ◽  
pp. 181-193 ◽  
Author(s):  
Renée S. Schwartz ◽  
Norman G. Lederman ◽  
Fouad Abd-El-Khalick

1963 ◽  
Vol 47 (3) ◽  
pp. 250-253
Author(s):  
Paul F. Ploutz

1972 ◽  
Vol 42 (2) ◽  
pp. 217-231 ◽  
Author(s):  
Eleanor Duckworth

Explaining that no definitive pedagogy flows from the developmental theory of Jean Piaget, the author explores ways that classroom teachers can nevertheless make powerful use of that theory. For her, the essence of the child's intellectual development lies not in the progressive accomplishment of Piagetian tasks, but in the child's testing out the ideas that she or he finds significant. This process of testing out ideas, she argues, is critical for the child's cognitive growth. Teachers can assist this growth primarily by accepting the child's perpective as the legitimate framework for generating ideas—allowing the child to work out her or his own questions and answers. This approach—and the importance of providing varied settings and materials which suggest ideas to children—is discussed with particular reference to the author's classroom experience and her evaluation of an elementary science program.


1999 ◽  
Vol 9 (1) ◽  
pp. 37-56 ◽  
Author(s):  
Patricia M. Rowell ◽  
Brenda J. Gustafson ◽  
Sandra M. Guilbert

Diversity ◽  
2021 ◽  
Vol 13 (5) ◽  
pp. 211
Author(s):  
Tracy S. Lee ◽  
Nicole L. Kahal ◽  
Holly L. Kinas ◽  
Lea A. Randall ◽  
Tyne M. Baker ◽  
...  

As cities adopt mandates to protect, maintain and restore urban biodiversity, the need for urban ecology studies grows. Species-specific information on the effects of urbanization is often a limiting factor in designing and implementing effective biodiversity strategies. In suburban and exurban areas, amphibians play an important social-ecological role between people and their environment and contribute to ecosystem health. Amphibians are vulnerable to threats and imbalances in the aquatic and terrestrial environment due to a biphasic lifestyle, making them excellent indicators of local environmental health. We developed a citizen science program to systematically monitor amphibians in a large city in Alberta, Canada, where 90% of pre-settlement wetlands have been removed and human activities continue to degrade, alter, and/or fragment remaining amphibian habitats. We demonstrate successes and challenges of using publicly collected data in biodiversity monitoring. Through amphibian monitoring, we show how a citizen science program improved ecological knowledge, engaged the public in urban biodiversity monitoring and improved urban design and planning for biodiversity. We outline lessons learned to inform citizen science program design, including the importance of early engagement of decision makers, quality control assessment, assessing tensions in program design for data and public engagement goals, and incorporating conservation messaging into programming.


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