PARENT SESSION
Poster Session # 3: Ecological Education.
Monday, August 4 Presentation from 5:00 PM to 6:30 PM. SITCC Exhibit Hall B.
Ecology Field Programs for K-12 school groups at the Institute of Ecosystem Studies.
Ford, Mary*,1, Berkowitz, Alan1, Lowe, Kathryn 1, Novak, Daniel1, 1 Institute of Ecosystem Studies, Millbrook, NY
ABSTRACT- The mission of the Education Program at the Institute of Ecosystem Studies (IES) is to advance the theory and practice of ecology education, fostering ecological literacy - an understanding of and ability to use the ideas and methods of ecological science for oneself - in youth, teachers, young scientists, professionals, decision makers and the general public. As part of this program, the Institute's Ecology Field Programs (EFPs) support local science curricula for kindergarten through 12th grade and provide students with opportunities to learn about ecological concepts and processes. During the 2001-2002 school year EFP participants included 4,200 students in 134 school groups coming from 27 different towns (including rural areas) and cities in New York and Connecticut. The EFPs use unique resources at IES, such as the greenhouse, permanent plots along trails, study stations at a pond, a maple sugaring system, and observation groundwater wells, and include classroom and field work. Through the EFPs students participate in experimental design, hypothesis testing and data collection. This poster will share insights about balancing alignment with local and national standards with addressing concepts and processes from the cutting edge of ecological research. Assessment of the effectiveness of the EFPs, measured through teacher surveys and embedded assessment of student learning, will be discussed. Teachers surveys indicate that the EFPs are successful in communicating content, and in providing meaningful learning experiences relevant to classroom objectives. Student learning, assessed through a variety of tools including the use of pre- and post-program drawings, suggests that students consistently gained knowledge from the EFPs. For instance, drawings from our plant ecology program show that students obtained enhanced understanding of a plant's interactions with its environment. The EFPs serve as a model of how an institution with a focus on ecological research can contribute to science education within schools.
Key words: K-12, youth, ecology education, ecological literacy