Missed opportunities for observation‐based ecology in the Next Generation Science Standards

Merritt, Eileen G.; Bowers, Nicole

doi:10.1002/sce.21572

Cited by 19 publications

(11 citation statements)

References 68 publications

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“…The LEK helps determine the proper decision-making on environmental problems [19]. The LEK accommodates individual knowledge in various fields of life [20].…”

Section: Resultsmentioning

confidence: 99%

Social Capital Based on Local Ecological Knowledge in the Bompon Watershed Community

Putra¹,

Susetyo²,

Ngimba³

2022

KSS

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Environmental ethics has an important position in the management and utilization of the environment; however, the paradigm of human interaction with the environment often creates gaps in ethical understanding. A range of negative impacts arise as a result of imperfect interactions between humans and the environment. Individuals and communities should focus on achieving sustainable environmental development. One such development is through social capital based on local ecological knowledge (LEK). The purpose of this study was to identify and describe a community of social capital based on LEK in accordance with the environmental ethics of the Bompon watershed community in Magelang Regency. We used qualitative descriptive methods; data were collected using interviews and observations. The results showed that social capital based on LEK in accordance with basic environmental ethics referred to experience, trust, adherence to values, regulations, and institutions in the Bompon watershed community. Keywords: Bompon Watershed Community, environmental ethics, local ecological knowledge

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“…The LEK helps determine the proper decision-making on environmental problems [19]. The LEK accommodates individual knowledge in various fields of life [20].…”

Section: Resultsmentioning

confidence: 99%

Social Capital Based on Local Ecological Knowledge in the Bompon Watershed Community

Putra¹,

Susetyo²,

Ngimba³

2022

KSS

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“…This phenomenon also exists in the B version, showing that this is a common problem. Perhaps because textbook writers think that the topic of life science is easier to arrange outdoor observation inquiry activities, while designing the links that can closely contact with the natural environment, can make students engage their senses better, arouse curiosity and interest in learning science, and cultivate the ability of appreciation and aesthetic (Hecht et al, 2019;Jung et al, 2019;Merritt & Bowers, 2020). However, this does not mean that the content of earth and space science can be reduced.…”

Section: Discussionmentioning

confidence: 99%

The Alignment Between Third-Grade Primary School Science Textbooks and Curriculum Standards in China and Japan

Sun

Liangbo

2021

JBSE

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This study applied the Porter’s alignment model to construct a localized two-dimensional framework based on Anderson's taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model. Keywords: alignment evaluation, content analysis, curriculum standards, primary school, science textbooks

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“…Thus, in science learning settings, the focus may be on the scientific content (e.g., ecological phenomena), but learners can-likely will-consider other aspects of the place in which they live, developing an understanding of both science and the place they live simultaneously. A place-based approach is a complement to fieldwork (Stroupe & Carlone, 2021) and observation-based ecology (Merritt & Bowers, 2020) approaches.…”

Section: Phenomena and Place In Science Educationmentioning

confidence: 99%

CAREER: Rethinking How Middle and High School Students Analyze and Interpret Ecological Data

Rosenberg¹

2023

Preprint

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There have been prominent and widespread calls for high school science students to work with data in more complex ways that better align with and support the work of professional scientists and engineers (Lee & Wilkerson, 2018; National Academies of Sciences, Engineering, and Medicine, 2019). This is part of the broader practice shift in science education research and standards and more data-intensive areas of study and work—and explorations of the roles of data science at the K-12 levels (Jiang et al., 2022; Wilkerson & Polman, 2020). Although teachers express the desire to do more with data in their science classrooms (Banilower et al., 2018; Rosenberg et al., 2022b), science teachers do not presently have a way to connect the work their students do with data to the science ideas they are working to help their students understand. The result is that students' work with data can be isolated from the sense-making students are doing about science. There is a need and an opportunity to provide science teachers with practical tools that are grounded in the framework of Bayesian data analytic methods that explicitly connect and weigh between initial ideas and empirical evidence. The specific opportunity for using Bayesian methods involves recent advances in informal statistical inference. This type of statistical inference considers how students not only interpret but also how they model data and make probabilistic generalizations from data. This opportunity is bolstered by current emphases on students’ investigations of phenomena as a locus of activity in science classrooms. This project advances middle and high school students' data modeling in ecological contexts by taking a Bayesian approach that is supported and studied as an informal statistical inference framework. It is instantiated through a unit, digital tool, and teacher professional development program for 15 middle grades and 15 high school educators that will be conducted in a way that emphasizes students' data analyses with phenomena of interest that relate to local context for teachers and students. Accordingly, the professional development program will begin with a two-day weekend program at the Great Smoky Mountains Institute at Tremont. A field experiment will compare the students' informal statistical inference capabilities by using qualitative analyses of written embedded assessments of students' probabilistic generalization from empirical data, and changes in the teachers’ confidence engaging their students will be assessed using validated surveys.

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Missed opportunities for observation‐based ecology in the Next Generation Science Standards

Cited by 19 publications

References 68 publications

Social Capital Based on Local Ecological Knowledge in the Bompon Watershed Community

Social Capital Based on Local Ecological Knowledge in the Bompon Watershed Community

The Alignment Between Third-Grade Primary School Science Textbooks and Curriculum Standards in China and Japan

CAREER: Rethinking How Middle and High School Students Analyze and Interpret Ecological Data

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