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1. 2-Liter Bottles and Botanical Gardens: Using Inquiry to Learn Ecology (EJ789443)
Author(s):
Brown, Patrick; Friedrichsen, Patricia; Mongler, Lou
Source:
Science Activities: Classroom Projects and Curriculum Ideas, v44 n4 p153-157 Win 2008
Pub Date:
2008-00-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Ecology; High School Students; Inquiry; Teaching Models; Gardening; Grade 10; Biology; Science Activities; Evaluation; Educational Technology; Plants (Botany); Animals; Student Motivation; Science Instruction
Abstract: In the project presented in this article, high school students create and observe miniecosystems in an ecology unit designed around a 5E (engagement, exploration, explanation, elaboration, and evaluation) instructional model. Students choose a wide variety of organisms and use creativity to design miniecosystems. (Contains 1 table and 3 figures.)
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2. Adult Museum Programs: Designing Meaningful Experiences. American Association for State and Local History Book Series. (ED478150)
Sachatello-Sawyer, Bonnie; Fellenz, Robert A.; Burton, Hanly; Gittings-Carlson, Laura; Lewis-Mahony, Janet; Woolbaugh, Walter
N/A
2002-00-00
Books; Reports - Research; Tests/Questionnaires
Descriptors: Active Learning; Adult Education; Adult Learning; Adult Programs; Contracts; Leisure Education; Leisure Time; Lifelong Learning; Museums; Nonschool Educational Programs; Outcomes of Education; Program Design; Self Actualization; Student Characteristics; Student Educational Objectives; Teacher Characteristics; Teacher Competencies; Teacher Student Relationship; Teachers; Transformative Learning
Abstract: A three-year national study of adult museum programs used a qualitative research approach and naturalistic inquiry and interviewed 508 museum program participants, 75 instructors, and 143 museum program planners in all types and sizes of museums, including art institutes, natural and cultural historical museums, science centers, historic houses, and botanical gardens. These were among the findings and conclusions: (1) 94% of museums offer some type of adult learning; (2) adult learners desire to learn regardless of their age, have individual preferred learning styles, and prefer to actively participate in the learning process; (3)among programs offered adult learners are basic programs such as volunteer training, lectures, and workshops, as well as less traditional programs such as community service, theater, and field schools; (4) program planners have multiple roles and tend to be experienced professional women with high levels of education; (5) experience, teaching ability, and communication skills are among the traits that should be examined when choosing an instructor; (6) instructors describe their key roles as facilitating learning, making classes fun, being attentive, and encouraging participation; (7) program participants rate challenging content and dynamic, organized instructors as most important to them; (8) four steps to designing excellent learning experiences are to create the vision and create excellence, identify audiences, generate and investigate program ideas, and sort and prioritize program ideas. (Contains six appendixes, an extensive bibliography, and an index.)(SLR) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. The Emerald Necklace: Boston's Green Connection. Teaching with Historic Places. (ED468216)
Marsh, Lisa; Snow, Pamela
Guides - Classroom - Teacher
Descriptors: Curriculum Enrichment; Heritage Education; Historic Sites; Intermediate Grades; Local History; Parks; Physical Environment; Primary Sources; Secondary Education; Social Studies; Student Educational Objectives; Teaching Guides; United States History; Urban Environment
Abstract: In 1870, Boston, Massachusetts, was an overcrowded, noisy, and dirty city. Concerned with the health and happiness of Bostonians restricted to these unhealthy surroundings, the city hired Frederick Law Olmsted to design a park system. The series of parks he designed over the next several years is known as the Emerald Necklace. From lovely waterways to botanical gardens to peaceful meadows to tree museums, each plays a vital role in linking the citizens of Boston together through nature. This lesson plan, based on the National Register of Historic Places registration file, "Olmstead Park System" and other sources, can be used in U.S. history, social studies, and geography courses or in units on urban expansion in the late 19th century or city planning. The lesson cites National History Standards and lists educational objectives and materials needed. It is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Boston, 1775; Boston Today); (5) "Determining the Facts: Readings" (Boston's First Parks; Green Connection; Creating the Jewels of the Emerald Necklace); (6) "Visual Evidence: Images" (19th-century Boston; Emerald Necklace; Dredging the Back Bay, 1882; Muddy River, 1892; Muddy River, 1920); (7) "Putting It All Together: Activities" (Plan Your Own Greenway; Parks Brochure; Landscape Fun); and (8) "Supplementary Resources." (BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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4. YouthALIVE! From Enrichment to Employment: The YouthALIVE! Experience. (ED459072)
2001-01-00
Reports - Evaluative
Descriptors: Economically Disadvantaged; Equal Education; Job Skills; Low Income Groups; Minority Groups; Museums; Science Education; Sciences; Technology
Abstract: This document introduces the national initiative YouthALIVE (Youth Achievement through Learning, Involvement, Volunteering, and Employment). The YouthALIVE program focuses on the needs of children of color from low-income communities and provides financial and technical assistance to science centers, zoos, botanical gardens, and museums for the development and implementation of programs for youth ages 10-17. Chapters include: (1) "Introducing YouthALIVE"; (2) "Making a Difference"; (3) "Defining the Challenge"; (4) "Shifting the Paradigm"; (5) "Building the Foundation"; (6) "Looking Back: Lesson Learned"; and (7) "Looking Forward: Next Steps." (YDS) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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5. An Invisible Infrastructure: Institutions of Informal Science Education, Findings from a National Survey of Institutions of Informal Science Education. Volume 1 [and] Volume 2. (ED403122)
Dickey, Kathleen; And Others
1996-07-00
Reports - Research; Tests/Questionnaires
Descriptors: Aquariums; Educational Facilities; Elementary Secondary Education; Nature Centers; Nontraditional Education; Planetariums; Science Education; Science Instruction; Science Programs; Zoos
Abstract: It has long been known that science centers and other science-rich institutions provide families, youths, and the entire public with rich out-of-school science education experiences. This report describes a survey designed to document the manner and extent to which science-rich institutions are helping schools and teachers in strengthening their science education programs. In Volume 1, the survey design is described along with patterns that emerged as a result of data analysis. Topics covered include the survey, informal science education institutions, available types of support for schools, teachers served by institutions of informal science education, extrapolation of data to a national sample, funding, diversity of schools and students served by science-rich institutions, barriers to informal science education, and a summary. Volume 2 presents the survey form and detailed data and is arranged into two appendices. Appendix 1 includes the survey and cover letter that were sent to potential participants of the study. Appendix 2 contains the complete set of graphs that represent the analysis of the survey data gathered. The graphs are keyed to sections III-IX of Volume 1. (PVD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Directory of Science-Rich Resources in the Southwest. (ED400192)
Finley, Sandra; And Others
1996-00-00
Reference Materials - Directories/Catalogs
Descriptors: Educational Resources; Elementary Secondary Education; Instructional Materials; Partnerships in Education; Resource Materials; Science Education; Science Materials
Abstract: This directory is designed for use by science educators in the five-state region served by the Southwest Educational Development Laboratory (SEDL): Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. Most of the resources are located in these five states, but national resources that might be of interest have also been included. In this directory, science-rich resources are defined as organizations that offer opportunities to enhance teaching and learning in the science classroom. These opportunities can include teacher workshops, tours for students, free or low-cost print materials, and many other tangibles and intangibles. Some of the science-rich resources listed could provide a scientist with whom a classroom teacher could create a partnership or other long-term association. The directory does not include teacher resources offered through formal channels such as college and university course offerings, services provided by regional education service centers and state departments of education, or publishers. The directory is organized by state with entries then arranged by category. Categories include the following: aquaria, botanical gardens, and zoos; educational organizations; museums and science centers; nature and environmental centers; professional organizations; state agencies; state-based federal programs; and university affiliates. (JRH) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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7. Managing Change in the Nonprofit Sector: Lessons from the Evolution of Five Independent Research Libraries. Jossey-Bass Nonprofit Sector Series. (ED388317)
Bergman, Jed I.; And Others
Books; Guides - Non-Classroom; Reports - Evaluative
Descriptors: Access to Information; Administrator Role; Budgeting; Case Studies; Endowment Funds; Library Expenditures; Library Funding; Library Policy; Nonprofit Organizations; Organizational Change; Organizational Development; Private Sector; Problem Solving; Research Libraries; User Needs (Information)
Abstract: This book presents a historical review of five private research libraries in the United States and analyzes how these five nonprofit organizations managed the pressures of change that all nonprofits face. Part one contains five case studies: (1) the Huntington Library, Art Collections, and Botanical Gardens; (2) the Pierpont Morgan Library; (3) the Newberry Library; (4) the Folger Shakespeare Library; and (5) the American Antiquarian Society. Part two contains four chapters on the dynamics of change. New demands for access and democratization are identified. Policies and practices in endowment management, factors that caused budget deficits, and the libraries' responses to financial pressures are discussed. An analysis is provided of organizational growth and how executives resolved the problem of adhering to the objectives of the library founders while addressing conflicting goals of society. Changes in the roles of executives are also examined. Appendices include data sources and methodological notes, as well as a series of data tables. (Contains 50 references.) (AEF) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Applied Learning for Middle Schoolers. (EJ504975)
Miller, Paula; And Others
Educational Leadership, v52 n8 p22-25 May 1995
1995-00-00
Reports - Descriptive; Journal Articles
Descriptors: Community Services; Curriculum Design; Experiential Learning; Gardening; Intermediate Grades; Middle Schools; School Community Programs; Small Schools; Urban Schools
Abstract: From leading garden tours to planning a visit for Japanese teachers and participating in community theater, middle schoolers at Fort Worth's Applied Learning Academy learn academic content by working on community projects. Students' writing skills soared as they developed, edited, and field-tested brochures and trail-guide maps for their botanical garden project. (MLH) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Science Museums: Enlisting Communities in Science Education Partnerships: Collaborations between Communities and Science Museums, Aquaria, Botanical Gardens, and Zoos. Science Museum Program Directors Meeting (September 26-28, 1994). (ED391677)
Collected Works - Proceedings
Descriptors: Aquariums; Community Involvement; Elementary Secondary Education; Evaluation; Museums; Partnerships in Education; Science Education; Scientific Literacy; Zoos
Abstract: This report of the 1994 meeting of directors of programs funded by the Precollege Science Education Initiative for Science Museums contains proceedings of the meeting along with profiles of grant-supported activities. The community partnerships described share a common theme: the importance of science education not just as a means to an end, but also as a provider of skills that can be applied throughout our lives. The keynote address "Science for All: New Communities and New Attitudes" was delivered by Shirley Malcom. Plenary presentations included: "Big City Problems and Opportunities" (Weiss, Martin); "It Takes a Whole Village to Raise a Child" (Siska, Janice and Hemphill, Lynell); and "Flexibility and Teamwork Keep Nature Park Moving Forward" (Schatz, Dennis and Hoesterey, Roger). Panel discussions include: "Working with Schools in a Changing Environment"; "It Takes Two (or More Than Two) to Tango"; "Planning and Evaluation"; "Two Approaches to Science Education in the Urban Setting"; "Matching Program Content with Local Needs"; "Top Down and Bottom Up, Two Approaches to Working with Schools"; "Nobody Said It Would Be Easy, but it Certainly Has Been Fun"; "Evaluation and Assessment: Achieving Science Literacy Benchmarks"; and "Steepening the Learning Curve--What Are We Learning." (JRH) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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10. The Status of Education Libraries in Botanical Gardens throughout the World: A Study. (EJ446114)
Pirio, Pamela
Education Libraries, v16 n1 p14-18 Spr 1992
1992-00-00
Journal Articles; Reports - Research
Descriptors: Botany; Gardens; Library Role; Library Services; Library Surveys; Special Libraries; Tables (Data)
Abstract: Stupp Teacher Resource Center at the Missouri Botanical Gardens serves as a resource to botanical gardens staff and to educators. A survey conducted in 1991 to determine whether the educational programs of the Stupp model were unique found that education programs in botanical gardens libraries are becoming more widespread and that their development parallels that of the Stupp Center. (LAE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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