The Trouble with Tavy. Students develop a plan to combat deforestation in Madagascar

Autor/inn/en	Conklin, Kristen; St. Clair, Tyler
Titel	The Trouble with Tavy. Students develop a plan to combat deforestation in Madagascar
Quelle	In: Science Teacher, 87 (2019) 3, S.24-29 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Forestry; Foreign Countries; Student Projects; Active Learning; Teaching Methods; Science Instruction; Units of Study; Biology; High School Students; Engineering Education; Problem Solving; Science Teachers; Faculty Development; Photography; Travel; Video Technology; Teacher Attitudes; Environmental Education; Scoring Rubrics; High School Teachers; Summative Evaluation; Experiential Learning; Madagascar + Suchen Sie Ihr Suchwort? Forstwissenschaft; Waldwirtschaft; Ausland; Schulprojekt; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lerneinheit; Biologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ingenieurausbildung; Problemlösen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Fotografie; Travelling; Reisen; Reise; Lehrerverhalten; Umweltbildung; Umwelterziehung; Umweltpädagogik; Scoring formulas; Auswertungsbogen; Experiental learning; Erfahrungsorientiertes Lernen; Madagaskar
Abstract	Project-based learning (PBL) in the science classroom provides an opportunity for students to investigate socioscientific issues that are current, authentic, and relevant. In a typical PBL unit, the teacher designs a narrative plan and acts as a facilitator who helps gather and organize student ideas. The framework of the Next Generation Science Standards (NGSS) states that science content be covered deeply and position students in authentic roles as scientists whenever possible (NGSS Lead States 2013). In high school, the NGSS engineering performance expectations require students to solve problems that are global in nature, while considering potential constraints that connect to culture and the environment. The biology PBL unit described here was developed by two science educators during a professional development experience in Madagascar with the Global Exploration for Educators Organization (GEEO). During travel across the island nation of Madagascar photos, videos, artifacts, and recorded personal stories were collected that assisted these educators in the construction of this unit. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01