1. An Interdisciplinary Approach to Using Community Resources Dr. Dennis Kubasko, Jr. Dr. Angelia Reid-Griffin University of North Carolina Wilmington http://www.uncw.edu/ed/informal/ NSTA, St. Louis, MO3/31/07

3. The Presenters Angelia –Assistant Professor of Science Education (6-12) –North Carolina Middle/High School Science Teacher Dennis –Assistant Professor of Secondary Science Education –High School Biology Teacher for seven years –1996 Pennsylvania New Teacher of the Year

4. Overview This presentation showcases instructional approaches faculty used to help students develop inquiry-based lessons using community resources. Experiences are for K-16 learners

5. Movie

6. Purpose Battleship NC Objectives (Math, Social Studies and Science) Realize that informal learning settings exist throughout every community and each can add a true contextual experience to the Standard Course of Study, if integrated appropriately. Gain experience planning an interdisciplinary lesson with teachers outside your content domain. Be able to design and implement an effective field trip.

7. Background Literature Benchmarks for Scientific Literacy “Informal science learning experiences offer teachers a powerful means to enhance both professional and personal development in science content knowledge and accessibility to unique resources.” –National Science Education Standards “A growing body of research documents the power of informal learning experiences to spark curiosity and engage interest in the sciences during school years and throughout a lifetime.” –NSTA (http://www.nsta.org/positionstatement&psid=13)http://www.nsta.org/positionstatement&psid=13

8. Standard Course of Study

9. Our Position (Bill of rights) Learning does take place outside the classroom. Students need a plurality of learning opportunities. Informal settings (Museums, Aquariums, Zoo’s) provide rich contexts for authentic learning. Field trips provide motivation for STEM related endeavors as a career choices. Students need to become aware of connections within multiple disciplines

10. Context for an informal experience Battleship NC Agenda  Arrival – tour the exhibition hall  5:00 – 5:30 (Introduction)  Meet in lobby  View the introductory film (12 minutes)  Handout informational materials  Begin Instruction  5:30 – 6:00 (Group Orientation)  Self-directed and guided tours of the USS NC  6:00 – 6:30 (Discipline Orientation)  Discipline areas meet with respective students to discuss and generate content specific themes.  For example, science students discuss PBL at informal science sites.

11. Context for an informal experience Battleship NC Agenda (cont.)  6:30 – 7:00 (Curator instruction)  Battleship curators share primary artifacts and resources.  For example, a team will focus on the medical aspects of the ship.  Whole group conversation about interdisciplinary education.  Share an example of a prior year experience.  7:00 – 7:45 (Primary artifacts)  Break into teams to work on interdisciplinary projects.  Guided tours to departments and/or other relevant areas of the ship.  7:45 – 8:00 (Conclusions)  A second visit to the Battleship is strongly encouraged

12. Interdisciplinary Content Addressed Social Studies content –Historical aspects (WWII as a time period) –Primary artifacts (Access to logs and manuals) –Sociology (Life of a sailor, journals) Math content –Geometry (projectile trajectory, navigation) –Algebra (moving ships relative to another) –Statistics (Food preparation)

13. Interdisciplinary Content Addressed Science content –Physical science – Archimedes principle (Buoyancy) –Chemistry – Water quality characteristics –Biology – Disease prevention (STD’s, scurvy, etc.) –Physics – Projectile motion and trajectory –Earth and environmental science – Navigation (stars as guidance) Ill-Structured Problem –Example

14. Transformational Applications Pre-service teachers need a theoretical framework (inquiry, PBL, etc.) to guide the practical experience In-service teachers need to be involved with the selection of content goals, the planning of curricula to meet their needs, and the training for integration of lessons. Middle and secondary students need well designed task-orientated activities

15. Practical Applications Lesson Plans

16. Limitations Adapting a formal school structure to an informal experience Developing a partnership with an informal setting Time for very difficult planning and implementation Administrative costs for travel, services rendered, and resources consumed (loss of integrity) Working with your interdisciplinary peers

17. Conclusions With the advent of school restructuring (i.e. Gates foundation), the opportunities exist for thematic approaches. Motivation across populations (students, pre- service teachers, in-service teachers, university faculty) Tie informal settings with the missions and curriculum goals of schools

18. Future Endeavors Does modeling appropriate pedagogy translate into effective school-based practice? http://www.uncw.edu/ed/informal/

19. An Interdisciplinary Approach to Using Community Resources Dr. Dennis Kubasko, Jr. (Science) Dr. Angelia Reid-Griffin (Science) Dr. Robert Smith (Social Studies) Dr. Denise Terry (Math) University of North Carolina Wilmington Dr. Joseph Feinberg (Social Studies) Georgia State University