Garner, L. C., & Gallo, M. A. (2005) Finding 1

When deciding between a physical or a virtual field trip for undergraduate college students, if both situations take students through a series of interactive experiences designed and controlled to maximize learning, consider:

  • Either choice results in similar achievement scores;
  • No significant differences are identified relative to learning styles;
  • A field trip experience does not significantly impact non-science majors’ attitudes towards science, which means teachers might have to apply other more interesting classroom activities to engage the non-science major students other than having them devote time to a fieldtrip not directly related to their major.

Continue reading →

Brody, M. (1995) Finding 2

Recognize that issues and context for different geographic regions impact educator and natural resource manager priorities for the relative importance of selected concepts, skills, and values. Tie water and water resource education to local values and needs of:

  • The geographic region
  • Educator identified priorities
  • Natural resource manager identified priorities

Continue reading →

Dickerson, D. L., Penick, J. E., Dawkins, K. R., & Van Sickle, M. (2007) Finding 4

To facilitate students’ ability to conceptualize the groundwater environment, engage teachers in learning how to develop appropriate assessment materials. For example, model use of preassessment to assess students’ groundwater understandings using various types of multiplechoice items, open-ended questions, and drawing prompts. Ask teachers to analyze what types of information each item provides and construct an appropriateinstructional plan based on the responses. Continue reading →

Walker, A. (2004) Finding 2

When developing watershed education materials:

  • Adapt watershed education teaching materials to align with grade-appropriate science curriculum standards.
  • Involve the state office of education and other education stakeholders in the revision process.

Continue reading →