This project will support students to develop evidence-based explanations for the impact of disturbances on complex systems. The project will focus on middle school environmental science disciplinary core ideas in life, Earth, and physical sciences and serve as a starting point for supporting students to coordinate different sources of information to parse out the direct and indirect effects of disturbances on components of a system and to examine the interconnections between components to predict whether a system will return to equilibrium (resilience) or the system will change into a new state (hysteresis).
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- McGee, S., Durik, A. M., Zimmerman, J. K., McGee-Tekula, R., & Duck, J. (2018). Engaging Middle School Students in Authentic Scientific Practices Can Enhance Their Understanding of Ecosystem Response to Hurricane Disturbance. Forests 9(10), 658. https://doi.org/10.3390/f9100658*
- McGee, S. & Zimmerman, J.K. (2016). Taking students on a Journey to El Yunque. International Journal of Designs for Learning, 7(1), 86-106. Available at https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/19429*
- Website: http://elyunque.net*
- McGee, S., & Rodriguez, N. B. (2017). Getting students jazzed about critical zone: Engaging students in authentic inquiry through Data Jam. In the Trenches, 7(4), 5-8.*
- McGee, S., McGee-Tekula, R., Dettori, L., Rasmussen, A. M., & Greenberg, R. I. (2019). Research Methods for Reaching Urban Students from Groups Underrepresented in STEM Disciplines. In T. Rueker & V. Svihla (Eds.), Research, Interrupted: Confronting and Overcoming Challenges in Education Research. London: Routledge.