This poster was presented at the April 2011 workshop, Engaging and Learning for Conservation. It describes a citizen science project at the Seattle Aquarium and outlines the essential elements of a successful citizen science program.
Kansas teachers participate in workshops at Konza Prairie on prairie ecology and long-term data collection. They choose a native prairie site near their school where students can collect data annually. This real world research experience allows students to use their own data and data collected by other schools and in previous years for comparison in classroom units developed by their teachers. Student collected data is added to our databases on the Internet and is available for use in any classroom. Several activities are offered to fit the class curriculum.
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TEAM MEMBERS:
Konza Prairie Biological StationValerie Wright
Monarch is an educational outreach program based at the University of Kansas with a focus on education, research and conservation. To facilitate science education, we promote the use of monarch butterflies in classrooms and for independent studies of monarch biology by students. Through monarch tagging we engage the public in research on the monarch migration and dynamics of the population. Our conservation message is articulated through our Monarch Waystation program that encourages the public to create, conserve and protect monarch habitats.
This article explores the use of exhibit development as an instructional strategy in the school and in the museum and how both approaches offer innovative alternatives to traditional learning. Linda D'Acquisto, managing owner of Kid Curators, LLC, discusses her work and the value of school museums. Marie Scatena, Youth Programs Manager at the Chicago History Museum, discusses the Teen Chicago project.
In this article, Linda Pearcey, museology consultant, explores a recent shift in the Syrian economy, which has led to a reform in the education system with a greater emphasis on cultivating self-motivated, educated youth. As an example of these efforts, Pearcey highlights Massar, a national learning and development project for Syrian youth. Pearcey discusses the overall project as well as the specific physical components of the Massar Discovery Center.
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TEAM MEMBERS:
Linda PearceyNational Association of Museum Exhibition
This article describes how some museums are expanding their partnerships with schools and encouraging teachers to view museums as more than field trip destinations. This article describes the benefits of museum schools, citing the advantages of the symbiotic relationship between the museums and schools, the value of inquiry-based learning, and the professional development opportunities for teachers.
Many scientists and science educators are concerned about the public’s ambiguous relationship with science and this public includes elementary teachers. Like many citizens, too many elementary teachers find science disconnected from everyday life and thinking. Science is a “school” subject − not an important part of everyday life. Some may believe that science conflicts with important personal beliefs they hold about other areas of life such as religion and art. Elementary teachers who feel this disconnection with science will at best approach science teaching as something one does if school
Women in Science Scale-Revised (WiSS-R) is a revised version of the original tool - Women in Science Scale (WiSS), a 27-item Likert type scale created by Erb & Smith in 1984. For reference, please see Erb, T. O., & Smith, W. S. (1984). Validation of the Attitude Toward Women in Science Scale for Early Adolescents. Journal of Research in Science Teaching, 21, 391–397.
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TEAM MEMBERS:
Steven OwenMary Anne ToepperweinCarolyn MarshallMichael LichtensteinCheryl BlalockYan Liuet al.
Relationships among attitudes of students toward science, as measured by the WASP (Wareing Attitudes Toward Science Protocol), perceived antecedents of such attitudes, and class achievement or performance indicated by reported grades were investigated for a survey sample of 1,740 students in 87 high school science classes from five communities. Additionally, students' self-reported number of tests administered in a given course, perceived rewards, degree of stress, and internal structure of the course were examined as potential predictor variables. Results indicate a significant correspondence
The tool assess youth’s critical thinking ability by examining the following constructs: Reasoning, Enquiry, Analysis/Information Processing, Flexibility.