Providing a contemporary perspective on how to do scientific inquiry in ways that can make students' experiences better, this book draws on authentic inquiry, engaging with communities, and teaching through project-based learning, to help students design and carry out scientific inquiry projects that are grounded in their local places.
Providing a contemporary perspective on how to do scientific inquiry in ways that can make students' experiences better, this book draws on authentic inquiry, engaging with communities, and teaching through project-based learning, to help students design and carry out scientific inquiry projects that are grounded in their local places.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Benjamin Wong Blonder, Ph.D. is an assistant professor and ecologist at the University of California at Berkeley. Ja'Nya Banks, M.Ed. was a special education teacher and now is a doctoral student in education policy at the University of California at Berkeley. Austin R. Cruz, M.A. is an ecologist and educator at the University of Arizona. Anna Dornhaus, Ph.D. is a professor at the University of Arizona studying complex systems and insect behavior. R. Keating Godfrey, Ph.D. is a neuroscientist at the Florida Museum of Natural History with a background in hands-on, outdoor science education and job skills training. Joshua S. Hoskinson, M.S., M.A. is an adjunct faculty member at Tohono O'odham Community College. Rebecca Lipson taught middle school science, math, and special education for eight years and served as the assistant director of education at the University of Arizona Sky School. Pacifica Sommers, Ph.D. is an ecologist and educator at the University of Colorado at Boulder. Christy Coverdale Stewart, M.Ed. has 35 years of experience as a middle and high school science teacher, curriculum specialist, and teacher coach. Alan Strauss, Ph.D. has a background in disability studies and is the director of the University of Arizona's Mount Lemmon Science Center and Sky School.
Inhaltsangabe
1. Introduction 1.1. A desert story 1.2. How to use the book 2. Guiding concepts 2.1. Justice-first science teaching 2.2. Place-based teaching 2.3. Inquiry-based teaching 2.4. Outdoor teaching 2.5. Centering student identity 2.6. Meeting the Next Generation Science Standards (NGSS) 2.7. Learning beyond the NGSS 2.8. Decolonizing teaching 2.9. Linking to Indigenous science 3. Setting scope and expectations 3.1. Your role as teacher 3.2. Choosing a topic 3.3. Scheduling and time considerations 3.4. Scaffolding projects into your curriculum 3.5. Cost considerations 3.6. Place considerations 3.7. Student identity considerations 3.8. Universal design, special needs, and disability 4. Acquiring resources and planning safe logistics 4.1. Partnering with volunteers 4.2. Acquiring equipment and collecting data at low cost 4.3. Safety and logistical preparation 5. Getting started via exploration and team building 5.1. Dividing students into groups 5.2. Using notebooks 5.3. Exploration, observation, and sense of place 5.4. Acquiring background information 5.5. Recognizing relationships and responsibility to place 6. Facilitating teams and resolving conflict 6.1. Small group facilitation 6.2. Setting behavioral expectations 6.3. Encouraging positive behavior from individuals 6.4. Encouraging positive behavior from groups 6.5. Team building 6.6. Team contracts and check-ins 6.7. Handling multiple groups 6.8. Getting groups back on track 7. Developing a question and study design 7.1. Facilitating question development 7.2. Building a strong question 7.3. Designing a study and using an anchor chart 7.4. Identifying multiple hypotheses and predictions, or not 8. Planning data collection 8.1. Choosing how much to measure 8.2. Choosing what to do (protocols, checklists, and datasheets) 8.3. Choosing roles 9. Collecting data outdoors 9.1. Practicing collecting data 9.2. Collecting data 9.3. Securing data 10. Analyzing and sense-making 10.1. Drawing conclusions from data 10.2. Visually interpreting results 10.3. Statistical tests 11. Reflecting and recognizing success 11.1. Reflection 11.2. Recognition 12. Sharing outcomes 12.1. How and why to share projects 12.2. Supporting presentation development 12.3. Holding a community event 13. Assessing learning 13.1. Why (or why not) to assess 13.2. Student-centered reflection and feedback 14. Conclusion 14.1. What students and teachers say 14.2. Overcoming common fears 14.3. Starting small and dreaming big References
1. Introduction 1.1. A desert story 1.2. How to use the book 2. Guiding concepts 2.1. Justice-first science teaching 2.2. Place-based teaching 2.3. Inquiry-based teaching 2.4. Outdoor teaching 2.5. Centering student identity 2.6. Meeting the Next Generation Science Standards (NGSS) 2.7. Learning beyond the NGSS 2.8. Decolonizing teaching 2.9. Linking to Indigenous science 3. Setting scope and expectations 3.1. Your role as teacher 3.2. Choosing a topic 3.3. Scheduling and time considerations 3.4. Scaffolding projects into your curriculum 3.5. Cost considerations 3.6. Place considerations 3.7. Student identity considerations 3.8. Universal design, special needs, and disability 4. Acquiring resources and planning safe logistics 4.1. Partnering with volunteers 4.2. Acquiring equipment and collecting data at low cost 4.3. Safety and logistical preparation 5. Getting started via exploration and team building 5.1. Dividing students into groups 5.2. Using notebooks 5.3. Exploration, observation, and sense of place 5.4. Acquiring background information 5.5. Recognizing relationships and responsibility to place 6. Facilitating teams and resolving conflict 6.1. Small group facilitation 6.2. Setting behavioral expectations 6.3. Encouraging positive behavior from individuals 6.4. Encouraging positive behavior from groups 6.5. Team building 6.6. Team contracts and check-ins 6.7. Handling multiple groups 6.8. Getting groups back on track 7. Developing a question and study design 7.1. Facilitating question development 7.2. Building a strong question 7.3. Designing a study and using an anchor chart 7.4. Identifying multiple hypotheses and predictions, or not 8. Planning data collection 8.1. Choosing how much to measure 8.2. Choosing what to do (protocols, checklists, and datasheets) 8.3. Choosing roles 9. Collecting data outdoors 9.1. Practicing collecting data 9.2. Collecting data 9.3. Securing data 10. Analyzing and sense-making 10.1. Drawing conclusions from data 10.2. Visually interpreting results 10.3. Statistical tests 11. Reflecting and recognizing success 11.1. Reflection 11.2. Recognition 12. Sharing outcomes 12.1. How and why to share projects 12.2. Supporting presentation development 12.3. Holding a community event 13. Assessing learning 13.1. Why (or why not) to assess 13.2. Student-centered reflection and feedback 14. Conclusion 14.1. What students and teachers say 14.2. Overcoming common fears 14.3. Starting small and dreaming big References
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