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

Autor/inn/en	Ware, Mallory; Sampson, Christie; Lann, Delaney; Linard, Erica; Chance, Lauren Garcia
Titel	Bridging the Gap: Bringing Professionals into the Classroom to Effectively Teach Environmental Science Concepts
Quelle	In: American Biology Teacher, 81 (2019) 9, S.618-624 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Instructional Effectiveness; Teaching Methods; Scientific Concepts; Concept Formation; Science Instruction; Educational Benefits; Critical Thinking; Case Studies; Hands on Science; STEM Education; Science Teachers; Environmental Education; Partnerships in Education; Scientists; Program Development; Scientific Research; Data Analysis; Skill Development; Communication Skills; Water Quality; High School Students; Advanced Placement; STEM Careers; Graduate Students; College School Cooperation; South Carolina + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsertrag; Kritisches Denken; Case study; Fallstudie; Case Study; STEM; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Umweltbildung; Umwelterziehung; Umweltpädagogik; Hochschulpartnerschaft; Scientist; Wissenschaftler; Programmplanung; Auswertung; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Wasserqualität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01