Soil science education for Grades K–12 in Canada

2016 ◽  
Vol 96 (3) ◽  
pp. 336-345 ◽  
Author(s):  
Doug Hayhoe ◽  
Jane MacIntyre ◽  
Shawn Bullock
Keyword(s):  
Preservice Teachers ◽  
Classroom Teacher ◽  
Wait Time ◽  
Soil Science ◽  
Innovative Teaching ◽  
Living Things ◽  
Hands On ◽  
Hands On Learning ◽  
And Mathematics ◽  
K 12

Soil scientists who interact with K–12 students or teachers may benefit from knowing what the provincial curricula say, what a typical classroom teacher knows, and what resources, programs, and opportunities are available regarding soil education. Many provinces have a soil science unit at the Grade 2–4 level in their curriculum. In all provincial curricula, soil science concepts are found in units on living things, plants, and ecosystems, from Grades 1–12. Even in Kindergarten, hands-on soil programs effectively address many skills and attitudes’ expectations in the provincial curricula. What is the use of having soil science in the curriculum, however, if the teachers responsible for student learning do not understand the key concepts? Preliminary results using a 25-item soil questionnaire show that incoming preservice teachers do have some initial understanding of soil, scoring 50% on a pretest application, when a random score would be 25%. After engaging in several hours of hands-on learning, followed by a wait time of several months, they then scored at 68%, thus gaining one third of what was lacking in their understanding. This may encourage those involved with soil education outreach to teachers. Resources for teaching hands-on soil science to elementary students will be noted, including an integrated science-language method called “Soil Science through Stories”. At the secondary level, we have the national “Soil 4 Youth” program, which integrates soil science into school programs across Canada and is supported by the Canadian Society for Soil Science. New STEM (science, technology, engineering, and mathematics) approaches to education also offer opportunities for innovative teaching of soil science to Canadian students.

scholarly journals How STEM Academy Teachers Conceptualize and Implement STEM Education

2015 ◽  
Vol 1 (1) ◽  
pp. 45-58
Author(s):  
Teruni Lamberg ◽  
Nicole Trzynadlowski
Keyword(s):  
Elementary Teachers ◽  
Stem Education ◽  
Teacher Interviews ◽  
Science Technology ◽  
Hands On ◽  
Subject Areas ◽  
And Mathematics ◽  
K 12 ◽  
Reading Activities ◽  
Science Activities

STEM (science, technology, engineering and mathematics) education has been gaining increasing nationwide attention. While the STEM movement has ambitious goals for k-12 education, a lack of shared understanding exists of what STEM is as well as how to implement STEM in the elementary classroom. This study investigates how seven elementary teachers in three STEM academy schools conceptualize and implement STEM in their classrooms. Teacher interviews were conducted. The findings reveal that the majority of teachers believe that STEM education involves integrating STEM subject areas. STEM activities consisted of student-led research and reading activities on STEM topics. Two teachers described STEM as involving “hands-on” science activities. Teachers at each STEM academy school conceptualized and implemented STEM differently. How STEM was implemented at each school was based on how teachers interpreted STEM and the resources they had access to. The STEM coaches played a central role in supporting the elementary teachers to plan and implement lessons. Teachers relied on them for ideas to plan and teach STEM lessons. The results of this study indicate that as more schools embrace the STEM movement, a unified understanding and resources are needed to support teachers.

Applying Kolb’s Model to a Nontraditional Preservice Teaching Practicum

2017 ◽  
Vol 40 (3) ◽  
pp. 249-263 ◽  
Author(s):  
Amy Burns ◽  
Patricia Danyluk
Keyword(s):  
Preservice Teachers ◽  
Abstract Concepts ◽  
Multiple Sources ◽  
Teaching Practicum ◽  
Preservice Teaching ◽  
New Concepts ◽  
Concrete Experience ◽  
Hands On ◽  
Bachelor Of Education ◽  
Hands On Learning

This article reports on the initial findings of an ongoing study that will see six preservice teachers placed in a nontraditional practicum placement as part of their bachelor of education program. Reported here is the examination of emergent professionalism of the initial two preservice teachers during their nontraditional practicum placement on a housing construction site. Emergent professionalism is enacted when teachers shift their concerns from self to other, as described by Fuller. The findings are then examined from the perspective of Kolb’s experiential learning model, including the concrete experience, observation of and reflection on that experience, formation of abstract concepts based upon the reflection, and testing of the new concepts. As a result of this analysis, new insights are shared regarding the ways in which preservice teachers develop their emergent professionalism through examination of the environment, multiple sources of feedback, interdisciplinary lessons, and a hands-on learning environment.

scholarly journals Re-orientation of Science and Mathematics Teachers Instructional Strategies for Information Communication Technology Integration

2015 ◽  
Vol 7 (3) ◽  
pp. 1338-1346
Author(s):  
Rose Atieno Mutende
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Information Communication ◽  
Qualitative Research Design ◽  
Hands On ◽  
Hands On Learning ◽  
Service Training ◽  
Ict Infrastructure ◽  
And Mathematics ◽  
Science And Mathematics Teachers

This article reports on a study which explored teachers re-conceptualization and re-orientation process during their in-service training for ICT-pedagogy integration in teaching and learning. The qualitative research design was used for the study. It was found that there was a limited ICT infrastructure as well as inadequate technological access and reliability, the participating teachers were engaged in authentic hands-on learning experience and that the teachers engagement in the learning activities demonstrated they had not developed expertise in ICT usage for teaching and learning. It was therefore recommended that opportunities to acquire professional ICT integration skills for both teachers and trainers be expanded. 

KID Museum

2019 ◽  
pp. 1-20
Keyword(s):  
After School ◽  
Montgomery County ◽  
Underrepresented Populations ◽  
Public And Private ◽  
Hands On ◽  
The Future ◽  
Hands On Learning ◽  
School Day ◽  
Permanent Home ◽  
And Mathematics

Once a museum without walls, the KID museum is a place where everything is meant to be touched. KID offers unique, maker experiences for elementary and middle school-aged children that integrate hands-on science, technology, engineering, art, and mathematics (STEAM) learning with an exploration of world cultures and global citizenship. The museum has four focus areas or studios including woodworking, textiles, electronics, and a fabrication lab. KID Museum's current site at Davis Library in Bethesda, Maryland provides schools and the wider community with programs and workshops during the school day, on weekends, after-school, and in the summer. It is a first step toward the museum's vision of a larger, permanent home in Montgomery County, focused on empowering the next generation to invent the future with creativity and compassion. Programming in the space is designed, developed, and facilitated by KID Museum's educators. KID Museum's educational approach blends formal and informal learning by intersecting STEAM principles with hands-on learning. It also supports public and private school educators in their endeavors to lead quality maker learning experiences in the classroom. KID Museum has developed unique partnerships, including with Montgomery County Public Schools, the 18th largest system in the US, to meet the needs of underrepresented populations. With an eye to the future, KID Museum expects to leave the Davis Library and will open a new, larger, 50,000 to 60,000 square foot museum that will serve 250,000 visitors per year. However, situated in a well-to-do Bethesda, Maryland neighborhood, the museum is challenged with meeting the needs of underrepresented populations due to location and costs associated with running the space. This chapter explores KID Museum.

scholarly journals Evaluating STEM Education in the U.S. Secondary Schools: Pros and Cons of the «Project Lead the Way» Platform

2019 ◽  
Vol 9 (1) ◽  
pp. 50
Author(s):  
Melissa Stebbins ◽  
Tatiana V. Goris
Keyword(s):  
The United States ◽  
Project Lead The Way ◽  
Hands On ◽  
Pros And Cons ◽  
And Mathematics ◽  
K 12 ◽  
The Cost ◽  
Project Lead ◽  
The Way

Starting in 1990-s, the Project Lead the Way (PLTW) program became one of the most known and favorable interdisciplinary STEM platforms in K-12 education in the United States. Moving away from the traditional classroom, PLTW focuses on the integration of several subjects into one. It includes various hands-on-activities that, according to PLTW mission, help to develop deeper practical hands-on skills in Science, Technology, Engineering, and Mathematics (STEM). In nowadays, PLTW is a nationally recognized curriculum, which offers many opportunities for teachers, as well as students, developing engineering skills and preparing the youth for college and upcoming STEM-oriented carriers. However, despite of its popularity, various factors (such as the cost of PLTW equipment, supplies, and software, as well as support of school administration) might signif-icantly influence quality of PLTW teaching.

C-STEM Studio: A Solution for Learning Computing and STEM Topics With Robotics and Embedded Systems

2017 ◽  
Author(s):  
Binsen Qian ◽  
Harry H. Cheng
Keyword(s):  
Embedded Systems ◽  
Raspberry Pi ◽  
Teaching Resources ◽  
Robot Controller ◽  
Science Technology ◽  
Hands On ◽  
Teachers And Students ◽  
And Mathematics ◽  
K 12 ◽  
Mathematics And Science

In this article, C-STEM Studio, a platform for hands-on integrated learning of Computing, Science, Technology, Engineering and Mathematics (STEM) with robotics, is presented. C-STEM Studio integrates many technologies, software, and curriculum that K-12 educators can use in their classroom. Ch, a C/C++ interpreter, provides an environment for computing. Linkbot Labs, Ch Linkbot Controller, and Ch Robot Controller allow teachers to utilize the robotics, such as Linkbots and Lego Mindstorms NXT and EV3, to help teach concepts in mathematics and science. RoboSim and RoboBlockly are simulation environments that allow students without physical robots to learn with virtual robots. Teachers can also teach embedded systems with Ch Arduino package, designed atop Ch. Also, easy-to-use resources explorers are built in the C-STEM Studio so that teachers and students can access teaching resources, students homework and materials come with those software. Finally, we provided a solution for Chromebook users to run C-STEM Studio through Raspberry Pi.

scholarly journals Educational Robotics Theories and Practice

Robotics ◽  
2013 ◽  
pp. 193-223 ◽  
Author(s):  
Amy Eguchi
Keyword(s):  
Science Education ◽  
Learning Environment ◽  
Graduate School ◽  
Learning Experiences ◽  
Educational Robotics ◽  
Educational Settings ◽  
Learning Tool ◽  
Hands On ◽  
Hands On Learning ◽  
K 12

Educational robotics is a growing field with “the potential to significantly impact the nature of engineering and science education at all levels, from K-12 to graduate school” (Mataric, 2004, para. 1). It has become one of the most popular activities in K-12 settings in recent years. Educational robotics is a unique learning tool that creates a learning environment that attracts and keeps students interested and motivated with fun, hands-on, learning experiences. Many educators might ask; “What is educational robotics?” and “What does it do, and what is it for?” The purpose of this chapter is to present the foundation of educational robotics, from its background, pedagogical theories relating to educational robotics, learning experiences that educational robotics can provide, to tips for how to do it right. It aims to provide guidance on implementing educational robotics for K-12 educators in their educational settings.

Elementary education majors experience hands-on learning in introductory biology

2006 ◽  
Vol 30 (4) ◽  
pp. 195-203 ◽  
Author(s):  
Barbara E. Goodman ◽  
Elizabeth M. Freeburg ◽  
Katherine Rasmussen ◽  
Di Meng
Keyword(s):  
Preservice Teachers ◽  
Elementary Education ◽  
Curriculum Reform ◽  
Special Section ◽  
Education Majors ◽  
Introductory Biology ◽  
Elementary Education Majors ◽  
Hands On ◽  
Hands On Learning ◽  
The University

Faculty members from the University of South Dakota attended the Curriculum Reform Institute offered by the University of Wisconsin at Oshkosh, WI, during the summer of 2002 to design a course sequence for elementary education majors that better meets their needs for both content and pedagogy based on the science education standards. The special section of introductory biology that resulted from this workshop is designed to use laboratories and activities that either help students learn major concepts in the life sciences or model how to teach these concepts to their future K–8 students. This study describes how the active, hands-on learning opportunity for preservice teachers with its emphasis on both content and performance-based assessment was implemented in an introductory biology course for elementary education majors during the spring of 2004. During the initial offering of this course, student perceptions about what helped them to learn in the special section was compared with their nonscience major peers in the large lecture-intensive class that they would have taken. Each group of students completed early and late web-based surveys to assess their perceptions about learning during the courses. After the completion of the course, students in the special section appreciated how the relevance of science and conducting their own scientific experimentation helped them learn, enjoyed working and studying in small groups, valued diverse class time with very little lecture, were more confident in their abilities in science, and were more interested in discussing science with others. This course format is recommended for science classes for preservice teachers.

Educational Robotics Theories and Practice

2012 ◽  
pp. 1-30 ◽  
Author(s):  
Amy Eguchi
Keyword(s):  
Science Education ◽  
Learning Environment ◽  
Graduate School ◽  
Learning Experiences ◽  
Educational Robotics ◽  
Educational Settings ◽  
Learning Tool ◽  
Hands On ◽  
Hands On Learning ◽  
K 12

Educational robotics is a growing field with “the potential to significantly impact the nature of engineering and science education at all levels, from K-12 to graduate school” (Mataric, 2004, para. 1). It has become one of the most popular activities in K-12 settings in recent years. Educational robotics is a unique learning tool that creates a learning environment that attracts and keeps students interested and motivated with fun, hands-on, learning experiences. Many educators might ask; “What is educational robotics?” and “What does it do, and what is it for?” The purpose of this chapter is to present the foundation of educational robotics – from its background, pedagogical theories relating to educational robotics, learning experiences that educational robotics can provide, to tips for how to do it right. It aims to provide guidance on implementing educational robotics for K-12 educators in their educational settings.

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