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This curriculum guide is designed to help learners develop critical thinking skills from engaging in interdisciplinary activities while in the natural environment. The lessons are divided by grade level. You will find lessons for students to develop skills in Science, Technology, Engineering and Math (STEM) as well as in Social Studies, Language Arts, Writing and Art. These learning experiences will help students gain awareness of their environment, enabling them to see the world in a more holistic way.
In this book, a group of educators examine the reputed merits of the interdisciplinary curriculum movement that has gained wisespread popularity in recent years. They explore the complex texture of what actually happens in the classroom when theory meets reality. Some topics addressed are: how teachers with diverse backgrounds come together to plan curricula; what happens to school culture when an interdisciplinary effort is spearheaded by administrators; and what transpires when new curricula are put into practice either at the local school level or across major urban districts.
Offers a contemporary of our understanding and practice of interdisciplinary higher education. This book considers a range of theoretical perspectives on interdisciplinarity: the nature of disciplines, complexity, leadership, group working, and academic development.
Student-scientist-teacher interactions provide students with several advantages. They provide opportunities to interact with experts and professionals in the field, give students a chance at meeting a role model that may impact students' career choices, and increase awareness of available career options combined with an understanding of how their skills and interests affect their career decisions. Additionally, it enhances attitudes and interest toward STEM professions for students and grants opportunities to connect with scientists as human beings and see them as "real people," replacing stereotypical perceptions of scientists. Moreover, there are many advantages for the teacher or informal educator when these partnerships are established. For these reasons and more, numerous studies are often conducted involving the partnerships of students, scientists, and teachers. Enhancing Learning Opportunities Through Student, Scientist, and Teacher Partnerships organizes a collection of research on student-scientist-teacher partnerships and presents the models, benefits, implementation, and learning outcomes of these interactions. This book presents a variety of different scientist-student-teacher partnerships with research data to support different learning outcomes in settings like schools, after-school programs, museums, science centers, zoos, aquariums, children's museums, space centers, nature centers, and more. This book is ideal for in-service and preservice teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students interested in research on beneficial student-scientist-teacher partnerships/models in formal and informal settings.
This book is about interdisciplinary approaches to art education. The concept of interdisciplinary learning is one that should be scrutinized closely and research and practical applications are needed to inform the field about best practices. This book contains both theoretical concepts and practical suggestions for curriculum construction and assessment for interdisciplinary education that incorporate the visual arts as good and worthwhile, while at the same time, proposing ways in which art can be integrated holistically with other subjects. In addition, there are a variety of research methodologies found in the different chapters and a range of subjects, such as science, social studies, anthropology, and the performing arts, for which interdisciplinary concepts have been applied effectively and appear to be coherent, complete, and appropriate.
Demystifies curriculum integration describing a variety of curriculum integration options ranging from concurrent teaching of related subjects to fusion of curriculum focus to residential study focusing on daily living, from two-week units to year-long courses.
STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States. STEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes.
Biological sciences have been revolutionized, not only in the way research is conductedâ€"with the introduction of techniques such as recombinant DNA and digital technologyâ€"but also in how research findings are communicated among professionals and to the public. Yet, the undergraduate programs that train biology researchers remain much the same as they were before these fundamental changes came on the scene. This new volume provides a blueprint for bringing undergraduate biology education up to the speed of today's research fast track. It includes recommendations for teaching the next generation of life science investigators, through: Building a strong interdisciplinary curriculum that includes physical science, information technology, and mathematics. Eliminating the administrative and financial barriers to cross-departmental collaboration. Evaluating the impact of medical college admissions testing on undergraduate biology education. Creating early opportunities for independent research. Designing meaningful laboratory experiences into the curriculum. The committee presents a dozen brief case studies of exemplary programs at leading institutions and lists many resources for biology educators. This volume will be important to biology faculty, administrators, practitioners, professional societies, research and education funders, and the biotechnology industry.
The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.