We seek to answer questions such as:
- How do can we improve students’ environmental citizenship? What do we mean when we say environmental citizenship? How do we measure improvement?
- What do students need to know about carbon, water, and biodiversity in order to become environmentally literate?
- How do students learn ecology from data and investigations?
- What types of activities in the classroom and beyond foster interest and motivation for learning about ecology?
A. Developing a 6-12 learning progression for biodiversity.
Mentors: Dr. Alan Berkowitz, Dr. Tobias Irish, Cornelia Harris
Over the past five years, we have been working to develop a learning progression for middle and high school students focusing on the major principles of biodiversity. We have created a framework for community and ecosystem level thinking and a separate framework for evolution, recognizing that advanced students are able to integrate principles across these topics as well as spatial and temporal scales. Our current effort focuses on evaluating students’ understanding of how evolution affects ecosystem structure, and whether students can apply principles of evolution to help them understand ecosystem function. The RET will explore this question through analyzing student interview transcripts and written work, and will have the opportunity to conduct focused interviews to gain additional insight as we refine our framework, curriculum materials, and classroom supports.
B. Data Explorations in Ecology Project (DEEP): Exploring student proficiency and interest
Mentors: Dr. Alan Berkowitz, Dr. Tobias Irish, and Cary Education Staff.
Developing a scientifically literate citizenry, one that will be able to critically evaluate scientific claims and make sound decisions about environmental issues, requires training our students to engage in scientific inquiry practices such as thinking critically about data. This project seeks to gain insight into how this might best be accomplished through an investigation of how students learn to do data and evidence-based inquiry and critique in ecology. Through involvement in this project, RET participants will have the opportunity to explore questions about secondary students’ understanding of, and ability to work with, both first and second hand data. Their findings will have the potential to contribute to the refinement or development of units of instruction for secondary science students, professional development programs, and scholarly publications.
C. Student understanding of the nature of ecological science.
Mentors: Dr. Alan Berkowitz, Dr. Tobias Irish, Cornelia Harris
We developed a framework for the ecology-nature of ecological science (E-NOS) for high school students, drawing from the rich literature on generic nature of science (NOS) and with input from expert ecologists. Two small teacher/educator teams explored ways to infuse E-NOS into their biology and environmental science classes. Students completed pre- and post-assessments of their understanding of E-NOS, their attitudes to science and their general NOS. They also completed assignments demonstrating some of their abilities to apply E-NOS understandings. The RET will address the questions, “What are the patterns of high school student understanding of E-NOS and their use of E-NOS in applying science in citizenship contexts”? And “What changes occur in student attitudes or knowledge through lessons targeted at E-NOS?” The RET may have the opportunity to conduct student interviews to gain additional insight as we refine our framework.
D. Student proficiency in data exploration and explication from the Data Jam Competition.
Mentors: Dr. Alan Berkowitz, Dr. Tobias Irish, Kali Bird, Lia Harris
Cary Institute launched its first ever Hudson Data Jam Competition in winter/spring 2014. Students choose data about the Hudson or its watershed, analyze and interpret the data to find an intriguing trend or comparison, and then craft a creative explication of the results for a lay audience. Entries can be poems, prose, works of art, videos, dramas, or other creative media. A poster accompanies the creative submission presenting the students’ data, their analysis and interpretation of the data, a proposed plan for disseminating their work, and a discussion of their Data Jam Experience. The RET will have the opportunity to participate in the judging of the Data Jam entries, and will be able to take the lead in developing coding schemes to use the students’ posters for research purposes. Student surveys and/or interviews are additional possibilities for data collection.
E. How does participation in the Hudson River Eel Watch affect learning and motivation to do science, environmental action, and community involvement?
Mentors: Dr. Alan Berkowitz, Dr. Tobias Irish, Jen Rubbo, Lia Harris
In collaboration with the Hudson River Estuary Program’s Eel Watch, we have been gathering data on why students participate in this citizen science program, what they learn from it, whether it impacts their interest and motivation to learn and do science, and whether their motivation for environmental action and community involvement changes as a result. The RET will look at both interview and survey data to help us understand how the eel program impacts students, using both established and pilot tools. It may be necessary to conduct follow-up interviews in the summer with past participants.
F. Educating the Public about Invasive Plant Species Ecology and Management
Mentors: Mike Fargione, Kali Bird
Better public understanding of invasive species and their impacts on ecological communities can help reduce the potential for the introduction and spread of other non-native organisms. The student will initially work with Cary staff to develop interpretive materials about invasive species in preparation for activities to be held at the Institute in conjuntion with the July 6-13, 2014 NY State Invasive Species Awareness Week. The student will then assist staff with developing plans for a demonstration project to show visitors how interactions between biotic and abiotic factors influence the establishment and spread of non-native plants. Plans will be developed specifically to demonstrate in the field how human disturbance, deer browsing, enhanced soil nutrient levels and earthworms interact to favor non-native plants. Common management practices will be reviewed and consider for inclusion in the demonstration to highlight best practices.