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Autor/inThiet, Rachel K.
TitelStudents Dig Deep in the Mystery Soil Lab: A Playful, Inquiry-Based Soil Laboratory Project
QuelleIn: American Biology Teacher, 76 (2014) 1, S.47-52 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0002-7685
DOI10.1525/abt.2014.76.1.10
SchlagwörterSoil Science; Inquiry; Active Learning; Student Projects; Science Activities; Science Laboratories; College Science; Group Activities; Ecology; Graduate Students; Science Instruction; New Hampshire
AbstractThe Mystery Soil Lab, a playful, inquiry-based laboratory project, is designed to develop students' skills of inquiry, soil analysis, and synthesis of foundational concepts in soil science and soil ecology. Student groups are given the charge to explore and identify a "Mystery Soil" collected from a unique landscape within a 10-mile radius of our university by determining its soil formation and development history, associated plant community, and official taxonomic designation. Student groups have 4 consecutive weeks to conduct the lab assignment using observation and laboratory techniques. After 4 weeks, students present their findings by describing their process of inquiry, soil analysis results, and the conceptual reasoning behind their hypotheses using key course concepts. This project enhances students' abilities to conduct iterative science using the scientific method, improves foundational knowledge of soil properties and processes, and builds students' skills and confidence for a subsequent, independent soil ecology research project later in the semester. (As Provided).
AnmerkungenUniversity of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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