Engaging Underrepresented High School Students in an Urban Environmental and Geoscience Place-Based Curriculum

Autor/inn/en	DeFelice, Amy; Adams, Jennifer D.; Branco, Brett; Pieroni, Pieranna
Titel	Engaging Underrepresented High School Students in an Urban Environmental and Geoscience Place-Based Curriculum
Quelle	In: Journal of Geoscience Education, 62 (2014) 1, S.49-60 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
Schlagwörter	High School Students; Disproportionate Representation; Urban Schools; Environmental Education; Geology; Place Based Education; Science Interests; Student Participation; Student Surveys; Likert Scales; Pretests Posttests; Statistical Analysis; Student Journals; Outdoor Education; Student Motivation; Statistical Significance; Science Activities; New York (New York) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Umweltbildung; Umwelterziehung; Umweltpädagogik; Historische Geologie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerbefragung; Likert-Skala; Statistische Analyse; Studentenzeitung; Freiluftunterricht; Schulische Motivation
Abstract	High school students in a large urban area, undergraduate students, and geoscience faculty at a local college used a placebased pedagogical approach to engage in real geoscience problem-based inquiry in a local urban park. The overarching goals of this project were to learn the potential of place-based geoscience research experiences to: influence students' science identities and increase participation of urban youth in science. Student researchers participating in the activity (N = 22) completed Likert-scale pre- and post-surveys, which were analyzed using paired t-tests. Student journal reflections were analyzed. Survey and journal reflection results showed that students' science identities were enhanced and student interest in learning science outdoors increased through participation in the program. The evaluation of the project outcomes add to the body of knowledge describing how outdoor settings and place-based pedagogies can be used to increase urban students' interest in science, and demonstrates how students working with scientists who conduct research in students' communities can be a source of motivation for studying sciences and identity development. (As Provided).
Anmerkungen	National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01