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1.
Global Learning and Observations to Benefit the Environment (GLOBE) is an international science and environmental education program that enables school children to learn about the environment by taking scientific measurements of their natural surroundings and sharing their data with scientists via the Internet. By carefully following protocols and using approved measurement devices, students around the world are developing an archive of standardized data that can also be used in professional research. GLOBE is divided into several separate investigations, each focused on a different aspect of the environment. They include land cover, soil, hydrology, phenology, haze, and the atmosphere. Each investigation has a team of scientists who have worked with students and teachers to develop detailed protocols for the students to collect data. In addition, the scientists are exploring ways of using that data in their own research. This article is mostly about the work of GLOBE scientists—but also some students and teachers—in the first 5 years of the program. It is intended to provide an overview of the scientists' efforts to develop a meaningful learning experience around gathering environmental data for research.  相似文献   

2.
As part of an overall evaluation of the Global Learning and Observations to Benefit the Environment, (GLOBE) program, we designed a Web-based assessment environment to measure students' environmental awareness and data analysis skill. It was expected that students who were identified as high implementers in the GLOBE program would outperform low implementers in their ability to construct environmental inferences and the degree to which they could analyze environmental data. Seven high and middle school classrooms were identified as either high or low GLOBE implementers depending on the amount of atmospheric data they had collected during the year. Within each classroom students were assigned into smaller learning groups of three students per group. A total of 32 groups participated in this study. Analysis of students' responses to the tasks revealed that the students differed in their performance. Overall, the results showed that students in the high implementing classrooms were more likely to construct higher-level environmental inferences than students in the low implementing classes. Contrary to expectations, middle school students were more likely than high school students to solve the data analysis problem correctly. However, upon further analyses, high school students constructed more data graphs and were more skilled in providing correct evidence to support their decision making than were middle school students in GLOBE. This study confirms the viability of using technology-based assessments for measuring students' environmental awareness and data analysis.  相似文献   

3.
Though commercial interest in the World Wide Web is growing, the potential uses of the medium as a learning tool are numerous. The GLOBE Visualization Project is one such educational application. We have designed and implemented a WWW-based, user-friendly, language-independent, graphical user interface providing access to visualizations created for GLOBE, a multinational program of education and science. The target users of the system are K–12 students and their teachers from over 1100 schools in 39 countries; other clients include the GLOBE scientific investigators and members of the public internationally. Navigation is intuitive, and employs the metaphors of a Control Panel which changes the image appearing in a Viewscreen. The interface can be learned empirically by persons of all ages regardless of technical expertise or native language; context-sensitive help is provided for users who prefer documentation. The GLOBE Visualization server is on the World Wide Web at URL http://globe.gsfc.nasa.gov/globe/.  相似文献   

4.
Global Learning and Observations to Benefit the Environment (GLOBE) is an international environmental education and science partnership which coordinates the work of students (aged 5 to 18), teachers and scientists from 48 countries on five continents to study and better understand the global environment. Accurate ground reference data is fundamental to the use of remotely sensed data for land cover classification and mapping. Because very little ground reference data has been collected, the accuracy of many land cover maps may be questioned, thus accurate land cover ground reference data is an important need that could be addressed through GLOBE scientist-student collaboration. If earth systems scientists are to use student data, it is important that those data be as accurate as possible to ensure reliability of research results. Thus a key question for this research is whether student collected data are accurate enough to support rigorous scientific investigations. This paper describes results of the GLOBE Science-Education Team on Data Validation and Accuracy Assessment's collaboration with teachers and students to: (1) design and test the pre-protocol learning activities; (2) test the protocols intended to guide the collection and analysis of data; and (3) implement the learning activities and protocols to determine the relative accuracy of student collected versus professionally collected land cover data. To ensure the most accurate classification of land cover possible, a new international hierarchical land cover classification system, the Modified Unesco Classification (MUC) system was developed. GLOBE Data Collection Protocols and methods were designed and implemented to test the accuracy of student collected reference data were designed and implemented. Students who collected land cover reference data using GLOBE protocols, obtained data which are at least as accurate as that collected by professionals.  相似文献   

5.
Student–teacher–scientist partnership (STSP) programs are cooperative relationships in which students, with the support of their teachers, participate in and contribute to the research of scientists. This paper examines one of the world's largest STSPs—an international environmental science education program called GLOBE (Global Learning and Observations to Benefit the Environment)—and proposes recommendations to scientists about how they can get the most out of their research and teaching relationship with students and their teachers. GLOBE is an international K–12 STSP that engages students in Earth's Systems investigations. Extensive training is needed for students to collect and report accurate data to scientists, and special preparatory curricula are needed to make their partnership effective and motivating. Recognizing these issues, this research was conducted specifically to identify and recommend a set of training material design criteria for implementation of STSPs in the elementary and middle school levels. The conclusions—the result of background research, extensive interviews and consultation with teachers—provide guidance to GLOBE and other STSP programs to enhance the development of effective and engaging training materials.  相似文献   

6.
This article examines variations in patterns in the enactment of a large‐scale kindergarten through Grade 12 science inquiry program. Student data reports in the GLOBE program provide a useful measure of implementation because key design elements in the program are student collection and reporting of local environmental data. We examined associations among teachers' responses to survey items to patterns in GLOBE data reporting to develop hypotheses about important contextual factors related to program implementation. Implications for the study of science inquiry programs are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 294–315, 2004  相似文献   

7.
Elite schools around the world aspire to produce perfect students and yet there are always obstacles to this perfection being achieved. In this paper, we suggest that this process of perfectionism and obstruction can best be understood using a methodology that looks to the creative arts, rather than the usual social science orthodoxies. Our focus in this paper is therefore not on methodology as a technique, but rather methodology as a resource for thought. Using Lars Von Trier’s film The Five Obstructions as a point of departure, we suggest that the quest for perfect students, or indeed perfect humans, is one that ignores the inherent obstacles that block pathways to perceived perfection. Our research draws on ethnographic fieldwork from six elite secondary schools in Argentina, Australia, Barbados, England, Hong Kong, and South Africa. We posit a creative methodology permits a coming to terms with the abstractions required when analyzing and interpreting large amounts of data from a multi-sited ethnographic study. This approach makes it feasible to draw some conclusions about a common characteristic – perfectionism – among elite schools around the globe.  相似文献   

8.
Abstract

The US Forest Service has a long history of youth conservation education. We investigated U.S. Forest Service citizen science programs that involve secondary school students in field collection of monitoring data to understand (1) how the programs integrated science and environmental education and (2) whether these programs advance ecological literacy and environmental stewardship. We conducted semi-structured interviews with the program leads, teachers, and students. Program leads and students said programs produced reliable data and met monitoring and other U.S. Forest Service stewardship objectives. Although these programs varied in design and objectives, our findings suggest these programs were incorporating both science and environmental education, and there is some indication they are creating ecological literacy among participants. Students exhibited environmental stewardship to some degree as a result of all programs, but the extent of this is tied to programs’ objectives and design.  相似文献   

9.
韩国首个以服务于数学和科学超常生的京畿道科学高级中学自1983年成立以来,至今已经发展到19所。韩国的科学高级中学具有若干特点,如严格的入学要求、提供两类特别的课程、培养学生的创造力、对国际奥林匹克竞赛的重视和注重学生的全面发展等。韩国的科学高级中学已经在韩国和国际上产生了一定的影响,它们的一些做法对于我国的英才教育会有一定的启发。  相似文献   

10.
With laptops, mobile phones, tablets and broadband wireless access becoming more widely available, Web 2.0 is now entering schools. This changes the way students work and communicate, altering their relationship with knowledge, and generating new objectives for media literacy in the digital society. Thus, schools face new challenges and this paper aims at highlighting four of them. A first challenge relates to trust. Web 2.0 opens the classroom to the world and educators have to face new dangers and irrelevant uses, while bringing their students to gain better access to information and culture. The second challenge relates to teachers’ professional identities. The role of teachers is changing as Web 2.0 tools are being used by students, and policymakers should take this into account. A third challenge relates to a growing need to control working time, timetable organization and rhythm in schools. The fourth challenge that we underline is the need for common rules that allow students to benefit from the opportunities offered by Web 2.0 to develop their autonomy and to foster ethical practices.  相似文献   

11.
The environmental agenda is gaining momentum as an international policy issue. This is reflected in an increase in environmental education research focussing on children’s awareness and attitudes toward the environment. In this study, we focused on this issue from a school effectiveness perspective and evaluated (a) which student characteristics predict environmental attitudes and awareness, (b) whether schools make a difference in their students’ environmental attitudes and awareness and (c) if school effects are different for students with varying levels of science ability. The cross-sectional Flemish data of the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment 2006 (4,999 students in 156 schools) were re-analysed using a multivariate multilevel model to address these issues. Results show that gender, immigrant status, socioeconomic status and educational track are important in explaining students’ environmental attitudes and awareness. Furthermore, the results show that schools do matter; schools in which science is taught in a more hands-on manner are associated with higher student environmental awareness whilst environmental learning activities are associated with more pro-environmental attitudes amongst students. After controlling for student characteristics, these school effects do not differ between more science-literate children and their less or average science-literate peers.  相似文献   

12.
In this article, we present a mixed-methods study of 2 schools’ elementary science programs including outdoor instruction specific to each school's culture. We explore fifth-grade students in measures of science knowledge, environmental attitudes, and outdoor comfort levels including gender and ethnic differences. We further examine students’ science and outdoor views and activity choices along with those of adults (teachers, parents, and principals). Significant differences were found between pre- and posttest measures along with gender and ethnic differences with respect to students’ science knowledge and environmental attitudes. Interview data exposed limitations of outdoor learning at both schools including standardized test pressures, teachers’ views of science instruction, and desultory connections of alternative learning settings to ‘school' science.  相似文献   

13.
Abstract

The Watershed Learning Center (WLC) was developed by the Brandywine Valley Association (BVA) to provide outdoor environmental lessons to schools on their own properties or on sites close by. Teachers are trained to take over the lessons by observing BVA instructors and attending workshops. The program was evaluated to discover how the WLC was introduced and expanded in the schools, the program's impact on students, and the effectiveness of the teacher training for program take-over and continuation. The accomplishments and challenges of the WLC program are described and insights provided that can serve as a model for replication.  相似文献   

14.
ABSTRACT

There is growing interest in how to engage middle school students in science to improve their enthusiasm for science and to arrest the decline in uptake in the senior years. Also, there is interest in improving students’ application of science to real-life situations, a requirement for international tests. One approach that offers hope for improving students’ connections between concepts and context is the context-based approach. Context-based units that connect canonical science with the real-world of the student’s local community have been trialled in the senior years but are new in the middle years. Research in senior classes has shown that students who were taught through a context-based approach demonstrated fluid transitions between the context and concepts in written work and student-student conversations. In the current ethnographic study we built on our previous work and investigated how students make connections between the environmental science concepts and the context of the weekly visits to the local creek. Students were immersed in the real-world context by completing an 11-week environmental science unit that required assessment of the health of a creek. Two assertions emerged; firstly, student-student conversations at the creek afforded students the opportunity for interconnections between environmental science concepts and the context (defined as resonance); and secondly, students’ written reports about the health of the creek demonstrated resonance. Furthermore, group work encouraged students the agency to complete sets of tasks that privileged visually obvious environmental science concepts such as pollution, identification of plants/animals or turbidity/flow rate.  相似文献   

15.
This paper explores the relationship between students' interests in environmental issues, attitudes to environmental responsibility and biocentric values in school science education. The factors were investigated within the framework of three moderators: gender, school and residential area of the school. The survey was carried out using the international ROSE questionnaire with ninth‐grade students (N = 3626) from 68 schools. Likert‐type items were categorised with explorative factor analysis, and multivariate analysis of variance was used to study the importance of the moderators. There were significant correlations between the attitude and value factors. Interest and attitude were also significantly correlated, but the correlation between interest and value was negligible. Girls' attitude was significantly more positive and their biocentric value stronger than those of the boys, while in terms of interest, the gender difference was small. The effect of residential area was negligible, but there were significant differences between schools in all the factors studied. A school's own environmental projects and participation in programmes linked to environmental education or education for sustainable development was suggested to enhance students' interest in environmental issues. The role of interests, attitudes and values in teaching environmental issues are important fields for future research in science, environmental and sustainability education.  相似文献   

16.
The article presents results of the evaluation of the GLOBE program (Global Learning and Observations to Benefit the Environment) in the Czech Republic. The evaluation explores the implementation of the program in schools and its impact on research skills. Four hundred and sixty six pupils, aged 13, from 28 different schools participated in the evaluation. The evaluation revealed problems with the implementation of the program in schools. The majority of pupils usually collect data and work with worksheets in the program. The other activities, such as the analysis and comparison of collected data or planning GLOBE activities, are done only occasionally or never. Although one of the main goals of the program is to develop pupils' research skills, the program had no measurable effect on this outcome. According to these results, changes in the way the program is implemented are needed. Recommendations for further program development and evaluation are discussed.  相似文献   

17.
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18.
This paper reports on a large scale study that investigated the quality of teaching and learning in science in Australian schools. Its purposes were first, to describe ideal practice in the teaching and learning of school science; second, to describe the nature of teaching and learning of science in Australian schools; and third, to make recommendations to move the actual closer to the ideal.Fundamental to the research was the belief that scientific literacy is a high priority for all citizens, helping them to be interested in, and understand the world around them, to be sceptical and questioning of claims made by others about scientific matters, to be able to identify questions, investigate and draw evidence-based conclusions, and to make informed decisions about the environment and their own health and well-being.Based on national and international reports and research literature, and substantial new data collected from teachers, students and other Australian stakeholders in science education, the ideal picture was described in nine themes relating to the curriculum, teaching and learning strategies, professionalism of teachers and their career path, resources and facilities, and the value of science and science education to the community. The actual picture was one of great variability, but overall, it was bleak. The actual curriculum implemented in most schools differs from the intended curriculum, which is focused on developing scientific literacy and helping students progress towards achieving the stated outcomes. Science in primary schools is generally student-centred and activity-based. When students move to high school, many experience disappointment, because the science they are taught is neither relevant nor engaging and does not connect with their interests and experiences. Disenchantment with science is reflected in the decline in science subjects taken by students in upper secondary school. Many science teachers feel undervalued, under-resourced and overloaded with non-teaching duties.The recommendations developed to improve the status and quality of science education were underlain by five fundamental premises: the purpose of science education is to develop scientific literacy, the focus for change is closing the gap between the actual and ideal, teachers are the key to change, change takes time and resources, and collaboration is essential for quality science education. Preliminary recommendations were prepared and scrutinised by members of a government-appointed Steering Committee for the project, critical friends, and teacher focus groups. Recommendations concerning awareness, teachers, resources, assessment, and national collaboration were developed incorporating feedback from the process described, each including a range of suggested actions for implementation that were feasible in the Australian context. If Commonwealth and State governments choose to act on these recommendations, the gap between the actual picture of science teaching and learning in Australia and the ideal will be significantly reduced.  相似文献   

19.
In this article we describe the development, implementation, and some of the early impacts of Nurture thru Nature (NtN), an American after-school and summer program designed to introduce elementary school students in disadvantaged, urban public schools to natural science and environmental education. The program, which began operations in 2010 as a collaboration of Rutgers University, Johnson & Johnson, and New Brunswick, New Jersey, public schools, was motivated by broad concerns over the achievement gap in science and mathematics that has long characterized student performance in the state's suburban and inner-city schools. We present results from a classical experiment conducted in four elementary schools which suggest that NtN does improve grades and knowledge of science and nature.  相似文献   

20.
In this study, we seek a better understanding of how individuals and their daily interactions shape and reshape social structures that constitute a classroom community. Moreover, we provide insight into how discourse and classroom interactions shape the nature of a learning community, as well as which aspects of the classroom culture may be consequential for learning. The participants in this study include two teachers who are implementing a new environmental science program, Global Learning through Observation to Benefit the Environment (GLOBE), and interacting with 54 children in an urban middle school. Both qualitative and quantitative data are analyzed and presented. To gain a better understanding of the inquiry teaching within classroom communities, we compare and contrast the discourse and interactions of the two teachers during three parallel environmental science lessons. The focus of our analysis includes (1) how the community identifies the object or goal of its activity; and (2) how the rights, rules, and roles for members are established and inhabited in interaction. Quantitative analyses of student pre‐ and posttests suggest greater learning for students in one classroom over the other, providing support for the influence of the classroom community and interactional choices of the teacher on student learning. Implications of the findings from this study are discussed in the context of curricular design, professional development, and educational reform. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 905‐935, 2004.  相似文献   

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