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Book Image Not Available
Book details
  • Genre:SCIENCE
  • SubGenre:Life Sciences / Ecology
  • Language:English
  • Series title:Field and Laboratory Techniques in Ecology and Natural History
  • Series Number:1
  • Pages:146
  • Format:Paperback
  • Paperback ISBN:9780974141121

Field and Laboratory Techniques in Ecology and Natural History

This Field Techniques Manual Is Recommended for High School and College Tea

by Alberto Mimo and Anna Jalowska View author's profile page

Book Image Not Available
Overview
This field and laboratory techniques manual will provide you, as a teacher, with the opportunity to engage your students in doing a research project. In the last ten years, science education has been changing from asking students to memorize texts and facts to empowering students to do hands-on research. It is clear that students should not only memorize facts, but also should be able to process these facts and build on them. Experimentation based on known facts with the objective of learning new things by trial and error is what science is all about. Over time, we have learned that the scientific method is not covered properly in all schools. Many students do not know what the scientific method is. And if they do know, they are unable to apply it to real-life scientific projects. This Manual will place you and your students in the field doing real science.
Description
What Are Field and Laboratory Technique Manuals? This field and laboratory techniques manual will provide you, as a teacher, with the opportunity to engage your students in doing a research project. In the last ten years, science education has been changing from asking students to memorize texts and facts to empowering students to do hands-on research. It is clear that students should not only memorize facts, but also should be able to process these facts and build on them. Experimentation based on known facts with the objective of learning new things by trial and error is what science is all about. Over time, we have learned that the scientific method is not covered properly in all schools. Many students do not know what the scientific method is. And if they do know, they are unable to apply it to real-life scientific projects. We have also learned that in many cases, teachers are not able to come up with good experiments, and when they do, the methods used in the experiments to complete the research may not be sound and may lack scientific validity. I have developed a number of field and laboratory techniques throughout my career to provide teachers with the necessary tools to get their students involved in projects that require a hands-on approach and application of the scientific method. I have listed a number of field and laboratory technique applications here ranging from themes in mathematics all the way to techniques in forestry. All the activities are related to ecology and the environmental sciences. Each booklet found on the CD provides you with one application. In each booklet, all found in my website. I give you the information you will need to engage your students in a research project. I have always said that "the questions are more important than the answers". This field and laboratory techniques manual will provide you with a great opportunity to ask good questions and have the students come up with answers without looking them up in a single textbook. The manual will provide you with an introduction, the methods and materials you will need to obtain the results, blank forms to collect the data, and suggestions on how to analyze the data and come up with the results. But, let your students analyze the methods and contribute their own grain of sand to the project by finding constructive approaches to improve the methodologies. Most of these field and laboratory techniques will get the students very involved and should be implemented with plenty of time to let the students think and dissect each project. The results are not as important as the methods used to design the experiments, and the ability of the students to improve the methods. These projects should be done by groups of individuals, and not by one student. Students should be able to discuss the techniques, design their own forms, redesign methods, and have one hundred percent input on the scientific process used to study each case. Let the students organize and direct the outcome of the project. We need to nurture their creativity and allow them to make mistakes. Step back, and let them do the work!
About the author
Alberto Mimo graduated with a Master's Degree in biological sciences from Central Connecticut State University, and has been living in Connecticut ever since. He has spent the last 35 years working in the field of Environmental Education for the Connecticut Department of Environmental Protection. He has designed and coordinates five major statewide environmental education programs, mostly to provide technical education to high school students and adults. One of his programs "SEARCH", a water quality monitoring education program, was chosen and funded by the National Science Foundation to provide systemic change for biology and chemistry in all the high schools in Connecticut. Alberto has been recognized as providing Connecticut with a number of very unique environmental education programs with applications beyond his home state. He is the Recipient of the Connecticut Outdoor and Environmental Education Association "Environmental Educator of the Year" award in 1989, the 1991 National "Roger Tory Peterson" environmental education award and the 1995 Environment 2000 Governor's award. In 1995 he was nominated by his peers and also awarded the DEP Distinguished Service Award based on his outstanding contributions to the Department of Environmental Protection. The Connecticut Audubon Society also awarded him the 1997 "Piping Plover" appreciation award for his contribution to the Audubon Society in Connecticut. In 1999, Alberto was honored once more by Briarwood College with their "First Environmental Service Teachers award". In 2011 he was awarded the Dr. Sigmund Abeles Science Award for his outstanding service to Science Education in the State of Connecticut and in 2015 he was inducted into the Science National Honor Society.
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