Research
Preparation Curriculum
How does
a teacher step his students in the direction of problem development
and real data collection? Oftentimes, the field of questions
remains too large for defined research, and what we really are
seeking is a set of tools to help us refine our specific questions.
In some science textbooks, they writers refer to this process
as step one of the scientific method or as it is called “
Background Information”. There is a bit of irony in that
category because when and where exactly does background information
end and new research begin? Can we provide “enough”
background information to help our students reach higher levels
of analytical thought? At best, we can model how one might pursue
collecting necessary information, and how one might structure
his personal learning strategies to add to his catalog of understanding.
The
learning modules below are organizers for information. These
self-directed lessons are content guides that create an avenue
for pursuing more specialized information. They are designed
to promote dual learning as the teacher and student together
shape the mosaic of background research preparation. The quantity
of base information gathered is a function of student interest,
teacher interaction, and the focused direction of an “inquiry
problem” that develops from the team. Each module will
include a lesson objective, rationale for introducing the content
as necessary information, and alignment to National Science
Standards. Assessment of background research content is not
as important as the process involved in the learning. The focused
student research investigation presented at the symposium will
be used to determine the effectiveness of the background learning
modules for developing process skills.
Learning
Modules
For a place-based education project, the enhancement
materials that focus teachers and students must be structured
to allow for independent learning but designed to provide instruction
specific for the project. In the Bennett’s Millpond Project,
the direction for student projects is varied and dependent of
individual student interests. Students and their mentoring teachers
seek resource materials that are specific for their project
as they research to compliment their fieldwork. Experts in such
content areas as soil, macro-invertebrates, water quality, and
fish biology have helped the students by providing written resources
and sharing field sampling techniques. Each year the connections
grow between the Bennett’s Millpond Project participants
to the larger community of learners.
The instruction modules for the Bennett’s
Millpond Project are focused on more general topics that would
connect to any of the specific research projects. These modules
cover broadly those topics that attune students for work on
a coastal Millpond and set the stage for independent student
directed learning. As the project started, we visited schools
to work with each of the student teams and to give direction
to using the learning modules. Each year, the modules are used
with our new students with assistance from the returning students
and the mentoring teachers to provide a platform for project
development. Each of the learning modules is presented with
the learning objective, and overview of how the lesson was presented
and the needed materials; the teaching time for each module
is flexible with the understanding that students will work on
these learning guides as their time permits.
The
following modules will be available soon:
- Learning
Module A – The Importance and Measurement of Water Quality
- Learning
Module B – Topography as related to the Watershed
- Learning
Module C – Understanding Maps and using the GPS and
GIS for fieldwork
- Learning
Module D – Getting ready for your research presentation
