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ALTERNATE FUELS: EDUCATING THE PUBLIC

ALTERNATE FUELS: EDUCATING THE PUBLIC. HIGH SCHOOL STUDENTS. High school students (Grades 9-12) answered only 2 of the 20 questions with 75% accuracy or better. High school students averaged less than 64% correct responses. Alabama Course of Study Content. Process and Application ( skills)

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ALTERNATE FUELS: EDUCATING THE PUBLIC

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  1. ALTERNATE FUELS: EDUCATING THE PUBLIC

  2. HIGH SCHOOL STUDENTS High school students (Grades 9-12) answered only 2 of the 20 questions with 75% accuracy or better. High school students averaged less than 64% correct responses.

  3. Alabama Course of Study Content Process and Application ( skills) Students will: • Understand fundamental assumptions about the universe upon which the scientific enterprise is based. • Analyze the advantages and disadvantages of widespread use of and reliance on technology.

  4. Scientific Knowledge (conceptual ideas) • Describe selected biogeochemical cycles (carbon). • Relate the biotic and abiotic factors of the environment. • Discuss factors that affect the dynamic equilibrium of ecosystems.

  5. Educational Opportunities • Conduct “hands on” summer programs. • Model best practices in K-12 classrooms. • Develop an Alabama Alternative Fuel Day similar to the Alabama History Day. • Encourage students to use alternative fuel concepts for science project competitions.

  6. Provide educational outreach programs on science and engineering topics relevant to biobased products. This will stimulate interest in science and engineering among pre-college students. • Recruit talented juniors and seniors to work in university labs during the summer.

  7. UNDERGRADUATESTUDENTS Undergraduates (pre- and post-professional education students) answered only 4 of the 20 questions with 75% accuracy or better. Undergraduates averaged just over 60% correct responses.

  8. EDUCATIONAL IMPLICATIONS Undergraduate courses in 1000/2000 level biology and physical science courses typically do not address biomass. Few upper level biology and physical science courses address biomass. Biomass is not usually covered in elementary and secondary education methods courses.

  9. Educational Opportunities • Redesign the undergraduate teacher education curriculum to ensure that pre-service teachers have the content knowledge and skills to address necessary concepts concerning alternative fuels. • Use the NSF Research Experience for Undergraduates model to redesign the courses. The model provides laboratory training relevant to the biobased industries.

  10. GRADUATE STUDENTS Graduate students (education majors) answered only 11 of 20 questions with 75% accuracy or better. Graduate students averaged less than 73% correct responses.

  11. Educational Opportunities • Conduct professional development workshops during the summer for graduate credit. The content would include how to conduct demonstrations related to molecular biology, bioprocessing, process monitoring, etc. • Recruit teachers to work in university labs over the summer.

  12. Develop proposals cooperatively with graduate students to present during conferences of the state science teacher organizations. • Conduct teacher in-service workshops during the year. Recruit the summer participants to deliver the content. • Model best practices in K-12 classrooms. • Add relevant instructional units/lessons to the SDE technology website. Add resources from other states.

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