Explicitly Linking Human Impact to Ecological Function in Secondary School Classrooms

Autor/inn/en	Wyner, Yael; Becker, Johnathan; Torff, Bruce
Titel	Explicitly Linking Human Impact to Ecological Function in Secondary School Classrooms
Quelle	In: American Biology Teacher, 76 (2014) 8, S.508-515 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
DOI	10.1525/abt.2014.76.8.4
Schlagwörter	Science Instruction; Ecology; Secondary School Science; Conservation (Environment); Grade 9; Biology; Teaching Methods; Integrated Curriculum; Academic Standards; Influences; Environmental Education; Pretests Posttests; Comparative Analysis; Experimental Groups; Control Groups; Science Tests; New York + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ökologie; Conservation; Environment; Konservierung; Bewahung; Umwelt; School year 09; 9. Schuljahr; Schuljahr 09; Biologie; Teaching method; Lehrmethode; Unterrichtsmethode; Influence; Einfluss; Einflussfaktor; Umweltbildung; Umwelterziehung; Umweltpädagogik
Abstract	Both the old National Science Education Standards (NSES) and the recent "Next Generation Science Standards" (NGSS) devote significant resources to learning about human environmental impact. Whereas the NSES advocate learning about human environmental impact in a section apart from the science- content learning strands, the NGSS embed them in the core life- science and ecology learning strands. We describe a study that compared the effects of these different approaches on ninth-grade biology student learning. It found that students learned significantly more human-environmental-impact and ecological-function content when human-impact content was embedded in ecology content than when human impact was taught as a discrete unit from ecology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10