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Implications for Field Science Inquiry for K-12 EE |
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Abstract:
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Environmental education is challenged by the standards environment which focuses on a narrow type of science inquiry-experimental design. Washington state expanded its definition of K-12 science inquiry to include a rigorous model of field investigation with three designs - descriptive, comparative and correlative. This model provides a framework for science educators and non-formal providers to deliver rigorous science inquiry in the outdoors. |
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scienc (31), investig (27), data (23), field (22), studi (17), student (16), inquiri (16), compar (14), lizard (13), differ (13), question (13), natur (13), descript (12), variabl (12), scientist (11), correl (10), type (10), educ (10), nation (10), collect (9), research (9), |
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Association:
Name: North American Association For Environmental Education
URL: http://naaee.org
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Citation:
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MLA Citation:
| Tudor, Margaret. and Bartosh, Oksana. "Implications for Field Science Inquiry for K-12 EE" Paper presented at the annual meeting of the North American Association For Environmental Education, Virginia Beach Convention Center, Virginia Beach, Virginia, Nov 13, 2007 <Not Available>. 2011-06-08 <http://www.allacademic.com/meta/p195989_index.html> |
APA Citation:
| Tudor, M. and Bartosh, O. , 2007-11-13 "Implications for Field Science Inquiry for K-12 EE" Paper presented at the annual meeting of the North American Association For Environmental Education, Virginia Beach Convention Center, Virginia Beach, Virginia Online <PDF>. 2011-06-08 from http://www.allacademic.com/meta/p195989_index.html |
Publication Type: Poster Sessions
Abstract: Environmental education is challenged by the standards environment which focuses on a narrow type of science inquiry-experimental design. Washington state expanded its definition of K-12 science inquiry to include a rigorous model of field investigation with three designs - descriptive, comparative and correlative. This model provides a framework for science educators and non-formal providers to deliver rigorous science inquiry in the outdoors. |
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| Document Type: |
PDF |
| Page count: |
9 |
| Word count: |
1910 |
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| 3 Conference Strand: Research Symposium & NAAEE Conference Poster Session Implications of Field Science Inquiry for K-12 EE Margaret Tudor Ph.D. Pacific Education Institute ABSTRACT A panel of experts was convened in Washington State in 2004 to create an investigation template to help K-12 teachers conceptualize and assess field studies by students in an initial attempt to introduce more authentic forms of inquiry into the standards and into the lives of students. This panel included scientists learning sciences specialists |
| (1999). Preparing students for competent scientific practice: Implications of recent research in science and technology studies. Educational Researcher 28 (3) 14-24. National Research Council. (1996). National Science Education Standards. Washington DC: National Academy Press. National Research Council. (2000). Inquiry and the National Science Education Standards. Washington DC: National Academy Press. National Science Teachers Association. (1995). Scope sequence and coordination of secondary school science (Vol. II). Washington DC. Windschitl M. Ryken A.E. Tudor M. Dvornich K. and Koehler G. (2007). |
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