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Scientific outreach to K12 education typically centers around the direct dissemination of scientific findings or by engaging students in citizen science data collection. Rather than viewing science outreach purely through the lens of knowledge transmission or through the lens of specific data collection practices, we present a view of science outreach as a bridge to bring K12 students into ecologists’ communities of practice. We exemplify this outreach model using the Luquillo Long-Term Ecological Research (LTER) Schoolyard program as an example. The schoolyard program brings middle-school and high-school students into the Luquillo LTER community of practice through authentic scientific inquiry with long-term ecological data.
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Engaging Middle School Students in Authentic Scientific Practices Can Enhance Their Understanding of Ecosystem Response to Hurricane Disturbance
Ecosystem response to hurricane disturbance is complex and multi-faceted. The likelihood of increased frequency of severe hurricanes creates a need for the general public to understand how ecosystems respond to hurricanes. Yet, opportunities to study disturbances to complex systems are rare in U.S. K–12 schools. Educators and researchers in the Luquillo Long-Term Ecological Research program used the results of research on ecosystem response to hurricane disturbance in the Luquillo Experimental Forest as a foundation for the development of Journey to El Yunque, a web-based, middle-school curriculum unit. The program engages students in using models as evidence to develop explanations for how particular species respond to hurricane disturbance. Prior research in education has shown that engaging students in a particular role, like that of a scientist, could have detrimental effects on students’ abilities to transfer what is learned from one context to another. In this research, we sought to understand whether having students engage in authentic scientific practices could support transfer of knowledge to the abstract context of a standards-based assessment. Students were randomly assigned to engage in the program in the role of a scientist or in the role of a student learning about an ecosystem. The dependent variables included students’ comprehension of the background readings, their predictions of population changes, and their overall learning of ecology. The results indicate that taking on a scientist role during the learning activities had an indirect effect on general ecology knowledge by increasing the quality of students’ notetaking during background reading. The results also indicate that students struggled to use their knowledge to develop a robust explanation for how species respond to hurricane disturbance. Journey to El Yunque provides a framework for engaging students in authentic investigations of hurricane disturbance. Future research will examine how to improve the quality of students’ final explanations.
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- Award ID(s):
- 1813802
- PAR ID:
- 10101114
- Date Published:
- Journal Name:
- Forests
- Volume:
- 9
- Issue:
- 10
- ISSN:
- 1999-4907
- Page Range / eLocation ID:
- 658
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Scientific outreach to K12 education typically centers around the direct dissemination of scientific findings or by engaging students in citizen science data collection. Rather than viewing science outreach purely through the lens of knowledge transmission or through the lens of specific data collection practices, we present a view of science outreach as a bridge to bring K12 students into ecologists’ communities of practice. We exemplify this outreach model using the Luquillo Long-Term Ecological Research (LTER) Schoolyard program as an example. The schoolyard program brings middle-school and high-school students into the Luquillo LTER community of practice through authentic scientific inquiry with long-term ecological data. Long-term data provides an essential means for students to investigate large-scale, long-term phenomena and develop essential data science skills.more » « less
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Pre‐service teachers often have limited opportunities to develop and reflect upon both their scientist and science teacher identities, and the relationships between them, likely limiting how they draw upon these different but complementary role identities in their teaching practice. This illustrative case study explores how a summer research experience program for pre‐service teachers could fill this gap. We analyzed key moment excerpts (sentences and paragraphs) from qualitative data sources (journal entries, interview transcripts, written reflections) collected throughout the program to understand how a pre‐service biology teacher navigated shifts in her scientist and science teacher role identities and ways the summer program influenced these shifts. Findings indicate that authentic science research experiences embedded within initial teacher education programs have the potential to be an ideal space for this sort of integral identity work. Results indicate how the summer program promoted identity shifts through three crucial elements: providing authentic opportunities that bridged the two fields of science and science education, facilitating personal interactions with people within and across the two fields, and offering regular, meaningful, and varied intrapersonal and interpersonal reflection opportunities. Overall, the study suggests that the goal of teacher research experiences, which have traditionally focused on knowledge and skill development, be broadened to consider identity development as a valuable and necessary goal and outcome.more » « less
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Abstract Models project that climate change is increasing the frequency of severe storm events such as hurricanes. Hurricanes are an important driver of ecosystem structure and function in tropical coastal and island regions and thus impact tropical forest carbon (C) cycling. We used the DayCent model to explore the effects of increased hurricane frequency on humid tropical forest C stocks and fluxes at decadal and centennial timescales. The model was parameterized with empirical data from the Luquillo Experimental Forest (LEF), Puerto Rico. The DayCent model replicated the well-documented cyclical pattern of forest biomass fluctuations in hurricane-impacted forests such as the LEF. At the historical hurricane frequency (60 years), the dynamic steady state mean forest biomass was 80.9 ± 0.8 Mg C/ha during the 500-year study period. Increasing hurricane frequency to 30 and 10 years did not significantly affect net primary productivity but resulted in a significant decrease in mean forest biomass to 61.1 ± 0.6 and 33.2 ± 0.2 Mg C/ha, respectively (p < 0.001). Hurricane events at all intervals had a positive effect on soil C stocks, although the magnitude and rate of change of soil C varied with hurricane frequency. However, the gain in soil C stocks was insufficient to offset the larger losses from aboveground biomass C over the time period. Heterotrophic respiration increased with hurricane frequency by 1.6 to 4.8%. Overall, we found that an increasing frequency of tropical hurricanes led to a decrease in net ecosystem production by − 0.2 ± 0.08 Mg C/ha/y to − 0.4 ± 0.04 Mg C/ha/y for 30–10-year hurricane intervals, respectively, significantly increasing the C source strength of this forest. These results demonstrate how changes in hurricane frequency can have major implications for the tropical forest C cycle and limit the potential for this ecosystem to serve as a net C sink.more » « less
- Free Publicly Accessible Full Text
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Accepted Manuscript
- Journal Article:
- https://doi.org/10.3390/f9100658
