Environmental Science

Schoolyard SITES: School-Community Partnership to Learn About Teaching Locally-Relevant Citizen Science

Author/Presenter

Lara Gengarelly

Sameer Honwad

Megan Glenn

Erik Froburg

Malin Clyde

Haley Andreozzi

Lead Organization(s)
Year
2023
Short Description

Our research study examines the community-based partnership PD model and its impact on school teachers’ self-efficacy and their success in engaging students in the NGSS science practices through citizen science projects.

A Guide to Choosing Locally Relevant Citizen Science Projects for the Classroom

This Citizen Science Guide provides specific guidance on identifying relevant citizen science projects that fits an educators' curricular and instructional needs.

Author/Presenter

Malin Clyde

Haley Andreozzi

Lead Organization(s)
Year
2023
Short Description

This Citizen Science Guide provides specific guidance on identifying relevant citizen science projects that fits an educators' curricular and instructional needs.

The Schoolyard SITES Curriculum Workbook: A Design Process for Engaging Students in Citizen Science in Their Schoolyard

Author/Presenter

Lara Gengarelly

Erik Froburg

Malin Clyde

Haley Andreozzi

Lead Organization(s)
Year
2023
Short Description

Schoolyard SITES Curriculum Workbook includes a narrative description of the SITES professional development program and the Project Planning Guide.

Beach Profiler Grapher

Online plotter for historical data and student data collected using the Emery Method for beach profiling.

Author/Presenter

Project Team

Lead Organization(s)
Year
2023
Short Description

Online plotter for historical data and student data collected using the Emery Method for beach profiling.

Scientific Communities of Practice: K–12 Outreach Model Around Organism Responses to Repeated Hurricane Disturbances

Collaboration between ecologists and learning scientists can give rise to powerful models for scientific outreach within ecology. This paper presents a process by which learning scientists and ecologists codesigned a science curriculum that invites students to join an ecological community of practice. In the Journey to El Yunque middle school science curriculum, students engage with simulation models generated from data gathered by Luquillo Long Term Ecological Research (LUQ LTER) scientists.

Author/Presenter

Kathleen M. Easley

Jess K. Zimmerman

Steven McGee

Randi McGee-Tekula

Lead Organization(s)
Year
2023
Short Description

Collaboration between ecologists and learning scientists can give rise to powerful models for scientific outreach within ecology. This paper presents a process by which learning scientists and ecologists codesigned a science curriculum that invites students to join an ecological community of practice.

Why Is Engineering Design Important for All Learners?

Engineering design systematically identifies needs, wants, and problems and then devises solutions to address them. A central component of our work is guiding students in the engineered design of solutions to local environmental problems.

Songer, N. B. (2023). Why is engineering design important for all learners?. Open Access Government April 2023, pp.300-301. https://doi.org/10.56367/OAG-038-10193

Author/Presenter

Nancy Butler Songer

Lead Organization(s)
Year
2023
Short Description

Engineering design systematically identifies needs, wants, and problems and then devises solutions to address them. A central component of our work is guiding students in the engineered design of solutions to local environmental problems.

Open Innovation Challenge to Mitigate Global Warming

Puttick, G., Drayton, B., & Gasca, S. (2023). Open innovation challenge to mitigate global warming. Connected Science Learning, 5(5).

Author/Presenter

Gillian M. Puttick

Brian Drayton

Santiago Gasca

Lead Organization(s)
Year
2023
Short Description

Open innovation challenge to mitigate global warming.

Innovate to Mitigate: Teacher Role in a Student Competition

The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem-based learning, pedagogy for which poses demands on teachers. This paper presents preliminary evidence about how I2M teachers supported student teams to engage in science and engineering practices.

Author/Presenter

Gillian Puttick

Brian Drayton

Santiago Gasca

Lead Organization(s)
Year
2023
Short Description

The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem-based learning, pedagogy for which poses demands on teachers. This paper presents preliminary evidence about how I2M teachers supported student teams to engage in science and engineering practices.

Innovate to Mitigate: Teacher Role in a Student Competition

The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem-based learning, pedagogy for which poses demands on teachers. This paper presents preliminary evidence about how I2M teachers supported student teams to engage in science and engineering practices.

Author/Presenter

Gillian Puttick

Brian Drayton

Santiago Gasca

Lead Organization(s)
Year
2023
Short Description

The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem-based learning, pedagogy for which poses demands on teachers. This paper presents preliminary evidence about how I2M teachers supported student teams to engage in science and engineering practices.

Teachers’ Use and Adaptation of a Model-based Climate Curriculum: A Three-Year Longitudinal Study

Foregrounding climate education in formal science learning environments provides students with opportunities to develop critical climate-related knowledge and skills. However, research has shown many challenges to teaching and learning about Earth’s climate and global climate change (GCC). This longitudinal study aims to establish how secondary science teachers, over time, implement model-based climate curricula in support of students’ climate and GCC education by utilizing EzGCM. The model (EzGCM) is a data-driven, computer-based climate modeling tool use to explore global climate data.

Author/Presenter

Kimberly Carroll Steward

David Gosselin

Devarati Bhattacharya

Mark Chandler

Cory T. Forbes

Year
2024
Short Description

Foregrounding climate education in formal science learning environments provides students with opportunities to develop critical climate-related knowledge and skills. However, research has shown many challenges to teaching and learning about Earth’s climate and global climate change (GCC). This longitudinal study aims to establish how secondary science teachers, over time, implement model-based climate curricula in support of students’ climate and GCC education by utilizing EzGCM. The model (EzGCM) is a data-driven, computer-based climate modeling tool use to explore global climate data.