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The Child in the Garden: An Evaluative Review of the Benefits of School Gardening ` For more information, Please see websites below: ` Organic Edible Schoolyards & Gardening with Children http://scribd.com/doc/239851214 ` Double Food Production from your School Garden with Organic Tech http://scribd.com/doc/239851079 ` Free School Gardening Art Posters http://scribd.com/doc/239851159` ` Companion Planting Increases Food Production from School Gardens http://scribd.com/doc/239851159 ` Healthy Foods Dramatically Improves Student Academic Success http://scribd.com/doc/239851348 ` City Chickens for your Organic School Garden http://scribd.com/doc/239850440 ` Simple Square Foot Gardening for Schools - Teacher Guide http://scribd.com/doc/239851110
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Background: Marine debris is a global environmental crisis. Although technical solutions to deal with marine debris have been developed, successful implementation hinges on backing from an environmentally-literate citizenry. Unfortunately, there are several barriers to building an environmentally-literate citizenry, such as low scientific literacy and politicization of environmental issues. Purpose: Environmental education (EE) among K-12 audiences is a promising social sciences pathway to promote environmental literacy (EL) among adults. EE research has identified strategies for building EL among children, including interventions that are locally based, hands-on, and action-oriented. Pairing these techniques with outreach to older generations through their children may build EL among adults through intergenerational learning, or IGL. IGL may also affect change beyond parents and impact community adults. Methods: This research investigates the community-level IGL pathway with a focus on marine debris via an EE curriculum for students in North Carolina, USA (coastal state). For this treatment-control experimental design, we recruited 36 teachers and randomly assigned them to treatment (n= 21) and control (n=15) groups. We trained the treatment teachers in the marine debris curriculum and collected pre-test data from teachers, students, and parents in Fall 2018. In Spring 2019, we collected post-test data from all groups plus a retrospective-post survey for local adults including officials in business and government. Results: This poster will provide preliminary data of child and parent views on marine debris and data from local community adults after their engagement with the students. Conclusions: Preliminary data from the year one suggest that youth have the power to change the attitudes and behaviors of adults on environmental issues. This work provides hope for the marine debris crisis and also elevates an often voiceless group in modern-day society: youth.
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Written Assignment 2: Biology and Technology in the Real World Addresses course outcomes 1, 3, 4: -recognize and explain how the scientific method is used to solve problems - weigh evidence and make decisions based on strengths and limitations of scientific knowledge and the scientific method - use knowledge of biological principles and the scientific method to ask relevant questions, develop hypotheses, design and conduct experiments, interpret results, and draw conclusions This assignment will give you the opportunity to participate in ongoing scientific research. For the past several years, I have been involved in ecological research in old-growth forests in Wisconsin. A major problem in many woods is that the forest floor is dominated by a grasslike species, Pennsylvania sedge (likely due to the effects of high deer populations). Another problem in many areas is that dominant trees, such as white pine and sugar maple, do not show successful reproduction to replace old pines and maples that die. With support from a UMUC Faculty Research Grant to create this assignment, I collected data this summer to address the question, "Does Pennsylvania sedge inhibit regeneration of trees?" Your assignment will be to follow the steps of the scientific method to analyze the field data to test the hypothesis that sedge inhibits tree reproduction. We will also examine a second hypothesis that the sedge cover lowers biodiversity. You will also be asked to generate new hypotheses from the data. (You also will be use the technology of Google Earth to examine the study site.) You will be given the background and specifics of the assignment in detail during Week 4. The written report on the assignment will be due Monday 2 April at the end of Week 6 and worth 15% of your grade. ...
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The Child in the Garden: An Evaluative Review of the Benefits of School Gardening ` For more information, Please see websites below: ` Organic Edible Schoolyards & Gardening with Children http://scribd.com/doc/239851214 ` Double Food Production from your School Garden with Organic Tech http://scribd.com/doc/239851079 ` Free School Gardening Art Posters http://scribd.com/doc/239851159` ` Companion Planting Increases Food Production from School Gardens http://scribd.com/doc/239851159 ` Healthy Foods Dramatically Improves Student Academic Success http://scribd.com/doc/239851348 ` City Chickens for your Organic School Garden http://scribd.com/doc/239850440 ` Simple Square Foot Gardening for Schools - Teacher Guide http://scribd.com/doc/239851110
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Background: Marine debris is a global environmental crisis. Although technical solutions to deal with marine debris have been developed, successful implementation hinges on backing from an environmentally-literate citizenry. Unfortunately, there are several barriers to building an environmentally-literate citizenry, such as low scientific literacy and politicization of environmental issues. Purpose: Environmental education (EE) among K-12 audiences is a promising social sciences pathway to promote environmental literacy (EL) among adults. EE research has identified strategies for building EL among children, including interventions that are locally based, hands-on, and action-oriented. Pairing these techniques with outreach to older generations through their children may build EL among adults through intergenerational learning, or IGL. IGL may also affect change beyond parents and impact community adults. Methods: This research investigates the community-level IGL pathway with a focus on marine debris via an EE curriculum for students in North Carolina, USA (coastal state). For this treatment-control experimental design, we recruited 36 teachers and randomly assigned them to treatment (n= 21) and control (n=15) groups. We trained the treatment teachers in the marine debris curriculum and collected pre-test data from teachers, students, and parents in Fall 2018. In Spring 2019, we collected post-test data from all groups plus a retrospective-post survey for local adults including officials in business and government. Results: This poster will provide preliminary data of child and parent views on marine debris and data from local community adults after their engagement with the students. Conclusions: Preliminary data from the year one suggest that youth have the power to change the attitudes and behaviors of adults on environmental issues. This work provides hope for the marine debris crisis and also elevates an often voiceless group in modern-day society: youth.
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