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(wow) Words Of Wonders Level 721 Answers
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Jawahar Alsultan 1, Michelle Henderson 2, Alan Feldman 1, *, Madison Rice 3, Xia Yang 2, Jordyn Kahler 2, Sarina J. Ni Argas 2 and Kebreb Gebremichael 4
Received: 11 August 2020 / Revised: 5 June 2021 / Accepted: 21 June 2021 / Published: 24 June 2021
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The lack of readily available sources of potable water is a major problem in many parts of the world. This project engages high school (HS) students in real and meaningful science and engineering activities to teach them about the scarcity and poor quality of potable water in many areas and its use at the point of use. How to solve by using POU) . Treatments such as biosand filters (BSF). HS students' activities are similar to USF students' activities, including BSF research question development and design, construction, operations and monitoring. An ethnographic approach was used, involving participant observation, collection and analysis of artefacts and interviews. The project's focus on the need to provide potable water in developing countries was found to provide authenticity and relevance to HS students, encouraging their participation in activities and learning science skills. and engineering. H.S. Students reported awareness of the differences between this project and their regular science classes. The project had a positive impact on their self-concept as scientists and on their interest in STEM careers. HS students' results are useful for university-based research. In addition, USF students gain teaching experience while investigating research questions in a low-stakes environment.
Middle and high school science curricula in the United States (US) and elsewhere often include topics related to the availability and quality of water for human consumption. In addition, several projects were funded to develop new curriculum materials and study different methods to engage students in learning about water issues [1, 2, 3]. A challenge in teaching young people about water issues is that most school science is abstract, difficult to learn and not related to everyday life applications [4, 5, 6, 7, 8] . For example, when water-related topics are integrated into the science curriculum, students often lack field experiences, limited or no connection to real-world problems, and lack of integration of science from real world environment. and engineering skills. in school activities [9, 10, 11, 12, 13, 14, 15].
In our study, we engaged HS students in authentic science and engineering activities that allowed them to learn scientific principles while participating in research similar to how research is conducted. the scientists and engineers [16, 17, 18]. When students engage in empirical scientific research and practice-based engineering research, they formulate research questions, plan studies, make observations and draw conclusions based on evidence. and research reports  explaining the
A growing body of evidence has shown that engaging students in authentic science and engineering experiences has a variety of positive outcomes; This includes improving their motivation for STEM disciplines, increasing understanding of scientific content, improving confidence and self-esteem in their ability to be scientists, and developing critical thinking skills [20 , 21, 22, 23, 24] are included. In environmental education, student engagement with real science can be achieved through citizen science approaches [25, 26], summer internships [27, 28, 29], programs after school  and classroom-based experiences [31, 32, 33]. ]. Our project is similar to the approach used by Chapman and Feldman , where students and their teacher were mentored by a university faculty member and doctoral student to conduct research on algal growth. for biofuel production. The approach used in the current study strengthens the partnership between the university and the school by making them more collaborative in nature. We will discuss this in more detail below.
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In this paper, we report our study in which we engaged high school (HS) students in real and meaningful science and engineering activities to teach them about scarcity and disadvantage. drinking water quality in some regions and how to solve it. Use of point of use (POU) treatments, such as biosand filters (BSF). Thus, we gave HS students the opportunity to learn skills used in science and engineering . A novel aspect of our study is that HS students and their teachers are involved in these engineering research activities conducted at the University of South Florida (USF). An important aspect of this is the linking of university and HS projects, learning from each other's experiences in the team.
For this paper, our general educational research question is: “How to participate in a science and engineering project focused on providing potable water in developing countries, in collaboration with a local university , affecting HS students?” We approached the focus of this research on the following sub-questions:
In this section, we outline our theoretical framework, which links concepts of water literacy to the authenticity and relevance of science activities and science learning. The final section provides some background on the university-based research focus on the use of BSF as POU water treatment. We begin with a look at what is meant by empirical science.
One of our goals with this project is to engage HS students in authentic and meaningful science and engineering activities. Brown, Collins, and Duguid  describe authentic activities as “common cultural practices” where “meaning and purpose are socially constructed through interactions between current and past members” (p. 34). Similarly, Braund and Reiss  stated that “real school science should provide experiences that are more closely aligned with the activities performed by scientists and technologists in the real world of science and that the -learning in such experiences is work-directed and more open-ended inquiry.” (1375-1376). In the United States, the science education community has adopted the language of science and engineering practice to describe what students do. science and engineering. A Framework for K-12 Science Education  argues that students learn not only the content of science, but also the skills of science and engineering. Exercises include which is asking questions and identifying problems; developing and using models; planning and conducting investigations; analyzing and interpreting data; using mathematical and computational thinking; Involving more develop interpretations. and formulating solutions; arguing from evidence; and i the acquisition, analysis and communication of information Although school science activities often imitate these skills, they differ cognitively and epistemologically from the science produced by scientists [36, 37 ]. Because of our goal to engage HS students in a real science research study, we expect them to experience “real” science rather than “school science.”
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Recently, Bergin  developed a three-dimensional model of authentic inquiry-based science skills. He argues that scientific inquiry primarily requires only four of the eight skills included in the framework. These include: questioning; planning and conducting investigations; data analysis and interpretation; and communicate information. Our project involves students in problem statement and design processes that link the framework  to engineering rather than science. Although school science activities often incorporate Bergin's four skills in some way, doing so does not make the experience authentic for students, as we noted above. Burgin continues by arguing that what proves this depends on (i) how important or meaningful the inquiry is to the student; (ii) Meaning of employment to others, such as members