Bridging the Gap: Bringing Professionals into the Classroom to Effectively Teach Environmental Science Concepts

2019 ◽  
Vol 81 (9) ◽  
pp. 618-624
Author(s):  
Mallory Ware ◽  
Christie Sampson ◽  
Delaney Lann ◽  
Erica Linard ◽  
Lauren Garcia Chance
Keyword(s):  
Science Teachers ◽  
Real World ◽  
Science Communication ◽  
Environmental Science ◽  
Teaching Method ◽  
Thinking Skills ◽  
Hands On ◽  
Community Science ◽  
K 12

Hands-on learning is a highly effective teaching method for topics in STEM disciplines. Unfortunately, environmental science teachers sometimes lack the tools to engage their students in hands-on experimentation in real-world research outside of the classroom. Partnerships between science professionals and teachers can help address this disparity, and operating within an established community science program is an excellent way for teachers and professionals to provide K–12 students opportunities for involvement in real-world research. We developed a four-stage program that maximizes the benefits of bringing together members of the professional and academic sectors; the stages include Learn, Collect, Report, and Communicate (LCRC). The goal of this program is to bring science professionals into a K–12 classroom to emphasize the importance of conducting research using the scientific method, to promote responsible community science, improve students' data literacy and critical thinking skills, and highlight the relevance of science communication. We demonstrate this program with a case study using water quality research in high school AP classes. Evaluations of the case study indicate this framework, and the engagement with science professionals alters students' perceptions of science and scientists while giving them the skills, knowledge, and confidence to pursue scientific endeavors.

A Block-Based Arduino Programming Platform for Developing Computational Thinking Skills for K-12 Students

2021 ◽  
Author(s):  
Binsen Qian ◽  
Harry H. Cheng
Keyword(s):  
Real World ◽  
Autonomous Vehicles ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Critical Set ◽  
Programming Students ◽  
Hands On ◽  
Block Based ◽  
K 12 ◽  
And Robotics

Abstract As a critical set of skills in the 21st century, computational thinking has attracted increasing attention in K-12 education. Microcontrollers, combined with LEDs, actuators, and a variety of sensors, provide students countless real-world projects, such as autonomous vehicles, smart homes, and robotics. By solving those projects through programming, students will not only learn computational skills but also benefit from the hands-on activities to get some experience on solving real-world problems. It makes microcontroller projects a perfect tool to develop the computational thinking skills of K-12 students. Our previous work has proposed a solution for higher graders to program Arduino through Ch, a C/C++ interpreter. It is necessary, however, to develop a platform for lower graders (K-6) since most of them do not have the ability to type through the keyboard. This paper extends our previous work such that students can program Arduino on RoboBlockly, a block-based programming platform. In the paper, we will present two case studies to demonstrate how to build blocks to control the Arduino board and what concepts students will learn from those projects. In addition, the proposed platform also provides an interactive way of transitioning students from the block-based program to a text-based program in Ch.

Developing a Web Application for the Integration of Real-World, Scientific, Problem-Solving into the Secondary Classroom

2013 ◽  
pp. 422-432
Author(s):  
Susan E. Gill ◽  
Nanette I. Marcum-Dietrich ◽  
John Fraser
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Web Application ◽  
Physical World ◽  
Scientific Problem Solving ◽  
Secondary Classroom ◽  
The World ◽  
Interdisciplinary Framework ◽  
K 12

In the 21st century, digital natives, born into a world of omnipresent technology, spend much of their lives online. However, many teachers still see the use of educational technologies as a challenge (e.g., Ertmer, 2005; Li, 2007). The authors propose that the familiarity and ubiquity of these media offer a valuable way to engage students in meaningful learning. In the last decade, the National Science Foundation has invested heavily in bringing technology into the K-12 classroom by funding an array of cyberlearning applications to investigate how they can transform student learning. Model My Watershed is one of those experimental platforms that integrates online learning with an understanding of the physical world within an interdisciplinary framework. This case study documents the development of this application from concept through implementation and beyond. It provides insights into the challenges of application design and deployment for those entering the world of cyberlearning design.

scholarly journals Environmental Science Communication for a Young Audience: A Case Study on the #EarthOvershootDay Campaign on YouTube 🎬🌎

2020 ◽  
Author(s):  
Lena Kaul ◽  
Philipp Schrögel ◽  
Christian Humm
Keyword(s):  
Young People ◽  
Science Communication ◽  
Success Factors ◽  
Environmental Science ◽  
Scientific Information ◽  
Environmental Communication ◽  
Practical Implementation ◽  
Scientific Content ◽  
Sustainability Challenges

Addressing global sustainability challenges such as climate change in democratic societies requires thorough political and societal debates. Science and environmental communication is needed to inform these debates. However, not all parts of society are equally reached by traditional science communication. In particular young people, especially without academic background, are often left out. The cooperation of science communicators with influencers on the video platform YouTube can be a way to convey scientific information and raise awareness for environmental issues with new young audiences. This case study looks at three videos from the campaign #EarthOvershootDay on YouTube by the WWF (World Wide Fund for Nature) Germany and the educational initiative MESH Collective. The focus of the analysis lies on the established success factors of communication through influencers—specifically authenticity, comprehensibility and storytelling—and how they play out in detail in the three exemplary videos. Besides the analysis of the videos, the study is corroborated by interviews with the producers and a comment analysis in order to include the perspective of the viewers. Our analysis confirms previous findings on science communication with influencers and illustrates the practical implementation of these findings. It shows that authenticity is a central aspect which is not disturbed through the presentation of scientific content. The storytelling approaches are tailored to the respective influencer and their style. The language and structure of the videos are simple and comprehensible, scientific arguments focus on selected aspects and are tied to examples from everyday life. The comments by the users support these findings with the majority of comments addressing the three aspects of our analysis being positive. However, evidence for an in-depth engagement with the scientific contents could not be found in the comments. The stated goal of the campaign to reach educationally disadvantaged young people was only reached to a limited degree according to the assessment of the producers. Additionally, the views of two of the three videos remained below the average for the respective channel. Taken together this indicates that cooperation with influencers might not be an “all-purpose tool” guaranteeing success for science communication.

scholarly journals Playful museum design: Bringing the display to reality and bringing the reality to display

2018 ◽  
Vol 197 ◽  
pp. 17005
Author(s):  
Rahmadean A. Purwatiani ◽  
Tutin Aryanti ◽  
Restu Minggra
Keyword(s):  
Real World ◽  
Qualitative Approach ◽  
The Real ◽  
Sources Of Knowledge ◽  
Hands On ◽  
Museum Design

Lots of museums in Indonesia have very low visits. Considering their function as sources of knowledge to accommodate studies, education, and recreation purposes at the same time, museums should be fun and educating. This article aims to explore the concepts of a playful museum design to attract more visitors. The study employed qualitative approach using survey and case study. It proposes the use of the unusual and non-everyday building and spatial forms, the sequential flow, and scale arrangement to animate visitors' emotional tensions through flowing and dynamic circulations, bright and contrast colors, and spatial spontaneity. The museum brings in reality into display to allow visitors' hands-on experience and the display into reality to let visitors capture the feeling of what and how it took place in the real world. The playful design breaks museums' monotonicity.

Hands-On Activities to Keep Students With Disabilities Engaged in K-12 Classrooms

2019 ◽  
pp. 185-211
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Students With Disabilities ◽  
Real World ◽  
Project Based Learning ◽  
Classroom Teachers ◽  
Inclusion Classrooms ◽  
Hands On ◽  
K 12

The central aim of this chapter is to identify the best practices in hands-on activities to keep students with disabilities engaged in K-12 classrooms. With diversity being a key component in today's classroom, teachers struggle in devising strategies to keep students with disabilities stay engaged. Improving student's learning by keeping them engaged is vital for our nation's competitiveness. Studies have shown the role of hands-on activities in improving engagement of students with disabilities. This chapter will define student engagement and will highlight some of the causes of student disengagement in classroom, relationship between hands-on activities and student engagement, need of hands-on activities/project-based learning in 21st century classrooms, creative ways to implement hands-on activities, connecting hands-on activities with the real-world situations, creating hands-on activities for students with disabilities in self-contained and inclusion classrooms, and matching students' interest and learning styles when developing hands-on activities.

Hands-On Activities to Keep Students With Disabilities Engaged in K-12 Classrooms

2022 ◽  
pp. 1154-1180
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Students With Disabilities ◽  
Real World ◽  
Project Based Learning ◽  
Classroom Teachers ◽  
Inclusion Classrooms ◽  
Hands On ◽  
K 12

The central aim of this chapter is to identify the best practices in hands-on activities to keep students with disabilities engaged in K-12 classrooms. With diversity being a key component in today's classroom, teachers struggle in devising strategies to keep students with disabilities stay engaged. Improving student's learning by keeping them engaged is vital for our nation's competitiveness. Studies have shown the role of hands-on activities in improving engagement of students with disabilities. This chapter will define student engagement and will highlight some of the causes of student disengagement in classroom, relationship between hands-on activities and student engagement, need of hands-on activities/project-based learning in 21st century classrooms, creative ways to implement hands-on activities, connecting hands-on activities with the real-world situations, creating hands-on activities for students with disabilities in self-contained and inclusion classrooms, and matching students' interest and learning styles when developing hands-on activities.

scholarly journals LEARNERS’ VIEWS ABOUT USING CASE STUDY TEACHING METHOD IN AN UNDERGRADUATE LEVEL ANALYTICAL CHEMISTRY COURSE

2014 ◽  
Vol 13 (5) ◽  
pp. 695-708
Author(s):  
Zehra Ozdilek
Keyword(s):  
Science Teachers ◽  
Classroom Environment ◽  
Summer School ◽  
Chemistry Education ◽  
Teaching Method ◽  
Structured Interviews ◽  
Undergraduate Level ◽  
Education Science ◽  
Case Study Teaching

This study presents pre-service science teachers’ views about implementing a case study and which skills they improved as a result of using the method. Sixteen participants in a chemistry class were the subjects in the 2013 summer school term. In the teaching about the properties of chromium, students watched selected parts of the movie Erin Brockovich in four sections. Each part of the movie was followed with a question, and students were then given about 15-20 minutes to find out the answer to the question by using Internet-based resources in the classroom environment. Qualitative data were collected by having participants respond in writing to open-ended questions and through semi-structured interviews. Overall, students’ reactions to the method were positive. The results showed that students found it to be an effective instructional method, despite having some difficulties with the expectations of the method and this method has provided many benefits for pre-service teachers. Key words: case study teaching method, chemistry education, science education, teacher education.

scholarly journals Professional Development for Science Teachers on Integrating STEM: A Case Study

2020 ◽  
Vol 4 (1) ◽  
pp. p56
Author(s):  
Nancy K. DeJarnette ◽  
Ryan McCulloch ◽  
Nelson N. Ngoh ◽  
Ioana A. Badara
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
The United States ◽  
Teaching Context ◽  
And Mathematics ◽  
Reported Data ◽  
Unique Style ◽  
K 12 ◽  
Stem Teaching

In the United States, the Next Generation Science Standards (NGSS) bring both commitment and challenges to science education in K-12 schools. New focus areas within the NGSS are engineering education and the integration of multiple disciplines as seen in science, technology, engineering and mathematics (STEM). Providing professional development (PD) is necessary in order to assist K-12 teachers with the implementation of the NGSS in their classrooms (NGSS Lead States, 2013). This case study shares the results of a unique style of PD workshops provided for K-12 teachers on the NGSS and engineering design where participants were immersed in inquiry-based STEM activities with an earth and space science theme. Twenty-six teachers agreed to participate in the study. This qualitative research focused on self-reported data through surveys, interviews, focus groups, and observation of participants during the workshops. Findings from this case study revealed self-reported increases in teachers’ dispositions and self-efficacy regarding their implementation of the NGSS in an integrated STEM teaching context.

Crystallizing Moments

2021 ◽  
pp. 212-235
Author(s):  
Charlotte Kristyn Gallagher-Immenschuh ◽  
Maggie Broderick
Keyword(s):  
Real World ◽  
Teaching Practice ◽  
Developmentally Appropriate ◽  
Student Interaction ◽  
Young Learners ◽  
Teacher Student ◽  
Hands On ◽  
Child Centered ◽  
K 12 ◽  
Insight Into

The COVID-19 pandemic has forced K-12 teachers to think differently about their teaching methods. Primary grade teachers must especially consider how to make online learning engaging, motivating, and as hands-on and developmentally appropriate as possible for young learners. This chapter provides insight into purposely created and child-centered crystallizing moments, in which research-based strategies can enhance teacher-student interaction and engagement. Examples from real-world teaching practice are included.

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