Upload
morris-harrison
View
213
Download
0
Embed Size (px)
Citation preview
1
Sheryl MebaneUC Berkeley’s Graduate School of Education
Daniel Quach Berkeley High School
North American Association for Environmental Education’s 35th Annual Conference
October 14, 2006
2
Chemistry Literacy Literature Review
Premise: Science education and environmental challenges can be met through synergy.
3
NAAEE,Tran, Hungerford, Lieberman; Anderson; Payne, Steele, Ladson-Billings, Barton
Core Traditions
Environmental Education • InterdisciplinaryScience Education Context • Meaningful science learning may close achievement gaps.Education and Equity • Progressive theories better direct research toward achieving equity. • Power dynamics matter.
4
NAAEE,Tran, Hungerford, Lieberman; Anderson; Payne, Steele, Ladson-Billings, Barton
Anastas, Poliakoff, Woodhouse
Core Traditions
Environmental Education • InterdisciplinaryScience Education Context • Meaningful science learning may close achievement gaps.Education and Equity • Progressive theories better direct research toward achieving equity. • Power dynamics matter.
Green and Environmental Chemistry Research • Disseminate principles through shared goals and real-world problem-solving.
5
NAAEE,Tran, Hungerford, Lieberman; Anderson; Payne, Steele, Ladson-Billings, Barton
Anastas, Poliakoff, Woodhouse
Bailey; Schiele; Patton; Ringquist, Uyeki, Jhaveri, Roach
Core Traditions
Environmental Education • InterdisciplinaryScience Education Context • Meaningful science learning may close achievement gaps.Education and Equity • Progressive theories better direct research toward achieving equity. • Power dynamics matter.
Green and Environmental Chemistry Research • Disseminate principles through shared goals and real-world problem-solving.
Network DevelopmentDiverse Communities • Cultural competenceEvaluation • TimeEnvironmental Justice • Ameliorate inequities by engaging students and marginalized groups.
6
Chemistry Literacy Connections
Service-learning • Increase community impact and measure learning gains.
Organizing in Education • engaged institutions • curricular reform
Informal/formal education alignmentAction and Participatory Research
Seymour; Butin, Fritz, Draper; Ashcraft, Binder; Farnsworth; Arcury
7
Chemistry Literacy Principles
Synergy Principles • Interdisciplinary • Overlapped goals • Ideas on overcoming complex hurdles in real-world contexts
Network Principles • Culturally savvy organizational tenets • Organizational development • Time • Organizational competencies
Research Methodology Principles • Progressive educational research analytical frameworks • Action and participatory research • Service-learning
8
Chemistry Literacy Project
Chemistry Literacy Network chemlit.berkeley.edu
Research Methods
Research Questions • What is the experience for chemistry students in out-of-school learning environments?
• How do laypeople engage with chemistry?
• How do community empowerment projects support learning in chemistry?
• What does more widespread chemistry literacy contribute to the US, underrepresented minority communities and science education?
9
CLP CollaboratorsPesticide Action Network’s Drift Catcher program• www.panna.org
• Students collected air samples and shared results publicly.
• Strengthen conceptual chemistry understanding.
Summerbridge Sacramento• www.summerbridge.org/
• Earth science students connected to the local environment. Chemistry students experimented.
• Expand evaluation to gauge community impact & track progress in chemistry education.
Summer Ventures at North Carolina Central University• www.summerventures.org/
• Chemistry students were engaged in research projects, including environmental projects.
• Enhance school-year and community impact.
Mr. Daniel Morales-Doyle at Chicago’s Social Justice High School• http://sj.lvlhs.org/
• Diverse env. science students committed to service-learning & community empowerment.
• Expand the environmental perspective throughout the chemistry class.
10
Partnerships with
colleges & universities
CLP Course Development: Method
Thematic units (Soil, Water and
Air)
Align to content
standards.
Is it relevant for
students?
Outcomes and AssessmentReflection
Curricular planning and collaboration with K12 teachers: Scope, sequence and relevance
Community involvement
11
Target Characteristics• one-year introductory course or supplemental source
• student research connected to the community
Goals• Students learn core concepts in chemistry, expand their ability to make decisions
relating to the environment and apply their knowledge meaningfully.
• Instructors enhance their own engagement and conceptual understanding in chemistry.
Current Projects• course overview• air quality sampling
Timeline• Address research questions and explore principles in classes, afterschool and in
weekend programs in fall 2006.
• Pilot units in summer 2007.
CLP Course Development: Overview
12
CLP Course OutlineDevelop a plan for strategic goal-setting, situation assessment and decision-making.Explore problem-solving approaches, especially assessment of life cycle.
Unit 1: Introduce soil chemistry.What is matter? How is matter arranged? What properties are of interest?ex. Analyze soil samples.
Unit 2: Introduce solution chemistry. How does molecular structure relate to bonding? How do we arrange matter the way we desire?ex. Compare the atom economy of common reactions.
Unit 3: Introduce atmospheric chemistry. What are the macroscopic and microscopic natures of the phases of matter?ex. Explore and explain how the greenhouse effect works, including gases involved and
their main sources.
Unit 4: Introduce energy. How do we develop the systems we desire?ex. Research the design, current use and potential for solar devices.
Class ProjectDevelop a chemically relevant hypothesis or goal and test or pursue it.Create poster, paper or other means of communication.
13
Acknowledgements
• Prof. Bernard Gifford (Graduate School of Education, UCB)
• Prof. Angelica Stacy (Chemistry, UCB) & her research group
• Office of the Chancellor’s Program for Academic Diversity (UCB)
14
Chemistry Literacy Networkhttp://chemlit.berkeley.edu/ Contact: [email protected] (510) 644 3600 x110