Place-Based Scientific Inquiry

A Practical Handbook for Teaching Outside
1. Auflage 2023
ISBN: 978-1-032-43415-5
Verlag: Routledge

Buch, Englisch, 292 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 429 g

Learn how to facilitate scientific inquiry projects by getting out of the classroom and connecting to the natural environment—in your schoolyard, or in your community!

Providing a contemporary perspective on how to do scientific inquiry in ways that can make teachers’ lives easier and 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. This accessible guide will help you to develop skills around facilitation, team building, and learning outdoors in schoolyards and parks, acting as a go-to toolkit for teachers to help build confidence and skills in these areas.   

Written according to the Next Generation Science Standards, this book supports teachers in fostering community engagement and a justice-first classroom. The approachable resources included in this book will help teachers with all levels of experience succeed in empowering students grades 3–12 in their science learning.

Additional support materials including template documents for student use and for teacher planning, as well as examples of real student work, are available online at www.routledge.com/9781032434155.

The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution (CC-BY) 4.0 license

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Wong Blonder, Benjamin

Banks, Ja'Nya

Cruz, Austin

Dornhaus, Anna

Godfrey, R. Keating

Hoskinson, Joshua S.

Lipson, Rebecca

Sommers, Pacifica

Stewart, Christy

Strauss, Alan

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Weiterführende Schulen

Inhaltsverzeichnis

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

Über Autor(innen)

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.