FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W48073872> ?p ?o ?g. }

• W48073872 endingPage "43" @default.
• W48073872 startingPage "40" @default.
• W48073872 abstract "Field studies are an excellent way for students to learn ecological concepts and practice doing science. This article presents an approach for the secondary science classroom that permits students to ask and answer their own questions, a prerequisite for truly experiencing the process of science. Students explore a local natural area and, in groups, decide what ecological topics to investigate. Because students are guided by their own interests, these semi-independent research projects foster a high degree of student ownership and naturally cultivate enthusiasm for science. In addition, these extended investigations, which can last for several weeks, help students realize the intimate relationship between physical and biological components in nature at a deeper level than lectures or readings allow. Doing science At the most basic level, science is about asking and attempting to answer questions. The wonderful thing about field studies is that students learn content and process simultaneously, emulating the practice of actual scientists--a goal of the National Science Education Standards (NRC 1996). When students ask their own questions, ecological investigations can be the ultimate inquiry-based activity with students experiencing the contagious excitement of doing science firsthand. To better reflect thinking, you can transform students' memorization of the steps of the traditional scientific into a deeper understanding of basic inquiry, emphasizing explanation based on evidence (Figure 1; many students will be familiar with these steps, yet scientists do not use this method directly or in this order, but do, in fact, generally engage in these activities). Science is more than a prescribed sequence of steps; it is a way of knowing about the world, one that can be shared and critically evaluated. Field studies facilitate this conceptual transformation for students by providing an opportunity for them to design a method to answer their questions, modify the questions or procedure as unforeseen difficulties arise, and ultimately present their findings based on the interpretation of data. By doing so, students likely construct a more meaningful understanding of the nature and methods of science than when the teacher provides the guiding questions and research methods. Getting started To begin, introduce students to the study area, which could be a portion of the schoolyard that is in a somewhat natural state, and tell them they are going to think scientifically by making observations and asking questions about the organisms they encounter and the environment in which these organisms live. Inform students that eventually they will attempt to answer some of these questions through the collection and analysis of data, but first they must begin with focused observation. [FIGURE 1 OMITTED] Remind students to take their time as they explore the site in groups of three or four, using all of their senses (except taste) to absorb the sights, sounds, smells, and feel of their surroundings. (Safety note: As a precaution, survey the site first for any potentially harmful animals or plants [poison ivy], and remind students to wash their hands.) Ask students to stop occasionally as they walk, to bend down to more closely observe organisms on the ground, or look up to see what is above them. Students should turn over rocks, logs, and other forms of shelter to look for smaller species, being sure to put everything back the way it was. Throughout their exploration, students should record all observations in a notebook or journal. Inspire students to make careful observations by reading select passages from A Sand County Almanac by Aldo Leopold (1949), or some other natural history classic, prior to their field experience. When practicing the focused observation described, it is only natural for student questions to surface: specific observations lead to questions, which are the gateway into inquiry. …" @default.
• W48073872 created "2016-06-24" @default.
• W48073872 creator A5091898546 @default.
• W48073872 date "2008-02-01" @default.
• W48073872 modified "2023-09-28" @default.
• W48073872 title "Ecological Field Studies." @default.
• W48073872 hasPublicationYear "2008" @default.
• W48073872 type Work @default.
• W48073872 sameAs 48073872 @default.
• W48073872 citedByCount "0" @default.
• W48073872 crossrefType "journal-article" @default.
• W48073872 hasAuthorship W48073872A5091898546 @default.
• W48073872 hasConcept C111919701 @default.
• W48073872 hasConcept C144024400 @default.
• W48073872 hasConcept C145420912 @default.
• W48073872 hasConcept C151730666 @default.
• W48073872 hasConcept C15744967 @default.
• W48073872 hasConcept C202444582 @default.
• W48073872 hasConcept C2775974668 @default.
• W48073872 hasConcept C2776608160 @default.
• W48073872 hasConcept C2781354396 @default.
• W48073872 hasConcept C30038468 @default.
• W48073872 hasConcept C33923547 @default.
• W48073872 hasConcept C41008148 @default.
• W48073872 hasConcept C44877443 @default.
• W48073872 hasConcept C77805123 @default.
• W48073872 hasConcept C86803240 @default.
• W48073872 hasConcept C9652623 @default.
• W48073872 hasConcept C98045186 @default.
• W48073872 hasConceptScore W48073872C111919701 @default.
• W48073872 hasConceptScore W48073872C144024400 @default.
• W48073872 hasConceptScore W48073872C145420912 @default.
• W48073872 hasConceptScore W48073872C151730666 @default.
• W48073872 hasConceptScore W48073872C15744967 @default.
• W48073872 hasConceptScore W48073872C202444582 @default.
• W48073872 hasConceptScore W48073872C2775974668 @default.
• W48073872 hasConceptScore W48073872C2776608160 @default.
• W48073872 hasConceptScore W48073872C2781354396 @default.
• W48073872 hasConceptScore W48073872C30038468 @default.
• W48073872 hasConceptScore W48073872C33923547 @default.
• W48073872 hasConceptScore W48073872C41008148 @default.
• W48073872 hasConceptScore W48073872C44877443 @default.
• W48073872 hasConceptScore W48073872C77805123 @default.
• W48073872 hasConceptScore W48073872C86803240 @default.
• W48073872 hasConceptScore W48073872C9652623 @default.
• W48073872 hasConceptScore W48073872C98045186 @default.
• W48073872 hasIssue "2" @default.
• W48073872 hasLocation W480738721 @default.
• W48073872 hasOpenAccess W48073872 @default.
• W48073872 hasPrimaryLocation W480738721 @default.
• W48073872 hasRelatedWork W183378169 @default.
• W48073872 hasRelatedWork W1910242085 @default.
• W48073872 hasRelatedWork W2025191884 @default.
• W48073872 hasRelatedWork W2070944984 @default.
• W48073872 hasRelatedWork W2080254746 @default.
• W48073872 hasRelatedWork W2086983158 @default.
• W48073872 hasRelatedWork W2124199091 @default.
• W48073872 hasRelatedWork W216548215 @default.
• W48073872 hasRelatedWork W2560889290 @default.
• W48073872 hasRelatedWork W2564815170 @default.
• W48073872 hasRelatedWork W260916297 @default.
• W48073872 hasRelatedWork W2790314995 @default.
• W48073872 hasRelatedWork W2802473992 @default.
• W48073872 hasRelatedWork W2887807413 @default.
• W48073872 hasRelatedWork W290245014 @default.
• W48073872 hasRelatedWork W2922428918 @default.
• W48073872 hasRelatedWork W2991682454 @default.
• W48073872 hasRelatedWork W3121968794 @default.
• W48073872 hasRelatedWork W344508811 @default.
• W48073872 hasRelatedWork W62099521 @default.
• W48073872 hasVolume "75" @default.
• W48073872 isParatext "false" @default.
• W48073872 isRetracted "false" @default.
• W48073872 magId "48073872" @default.
• W48073872 workType "article" @default.