Environmental Research Puts Science into Action
April/May 2007
The new paradigm for student research should be articulations and collaborations with local governmental, academic, and civic entities. This will enable students to make lasting contributions to bettering their communities through scientific research, and to better understand the practical relevance of science. This article presents two such programs—Chemistry in Action Research (CiA) and the South Shore Estuary Watch (SSEW)—which allow students from Long Island, New York, to participate in a variety of projects of importance to and in partnership with the community. Examples of projects include reduction of storm water runoff contaminants, bioremediation, wetland restoration, elimination or minimization of eutrophic conditions, and invasive species studies.
Bridging the Gap Between Classrooms and Research Laboratories
April/May 2007
In the ever-expanding realm of science, educators struggle to share new discoveries and techniques with their students. Keeping abreast of recent advances can be daunting, even for the most motivated teacher. Fortunately, the National Science Foundation’s (NSF) Research Experiences for Teachers (RET) program helps educators keep up with the fast-moving research community. The RET program enables K–12 science teachers to perform research projects in NSF-supported laboratories and brings the excitement of cutting-edge science into the classroom. In this article, the author describes his RET-supported experiences working in a laboratory that studies the ecology and evolutionary biology of fungi, and provides advice on how teachers may find RET opportunities in their own communities.
Idea Bank: Asking Authentic Questions with Tangible Consequences
April/May 2007
For physics teachers, it seems irresponsible to teach energy without asking students hard, relevant questions such as, “What will we do when oil becomes prohibitively expensive?” Therefore, in the fall of 2005, the author asked senior-level physics students to identify some energy-related problems within the community to solve as a class. Even though they came up with excellent ideas, the suggestions were a bit too complicated and expensive. Eventually, with help from other faculty, they came up with a suitable project: students would research options for a renewable, onsite power source for the new water pump they would soon buy for their school’s greenhouse. Through a collaborative effort with local members of the community and school personnel, students’ used science-process skills to embark upon this exciting project.