Making Science Relevant

Autor/inn/en	Eick, Charles; Deutsch, Bill; Fuller, Jennifer; Scott, Fletcher
Titel	Making Science Relevant
Quelle	In: Science Teacher, 75 (2008) 4, S.26-29 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Water Quality; Environmental Education; Conservation (Environment); Teacher Role; Biology; Science Teachers; Science Curriculum; High Schools; High School Students; Chemistry; Alabama + Suchen Sie Ihr Suchwort? Wasserqualität; Umweltbildung; Umwelterziehung; Umweltpädagogik; Conservation; Environment; Konservierung; Bewahung; Umwelt; Lehrerrolle; Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Chemie
Abstract	Science teachers are always looking for ways to demonstrate the relevance of science to students. By connecting science learning to important societal issues, teachers can motivate students to both enjoy and engage in relevant science (Bennet, Lubben, and Hogarth 2007). To develop that connection, teachers can help students take an active role in authentic community-based science that goes beyond merely learning about the science behind the issues. This article describes an approach to relevancy through an inquiry-based project that connects high school biology, chemistry, and environmental science curriculum to the local environment and the issue of water conservation and protection. (Contains 4 figures.) (Author).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10