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(wow) Words Of Wonders Level 1086 Answers
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Zaheer Al Sultan 1, Michelle Henderson 2, Ellen Feldman 1, *, Madison Rice 3, Xia Yang 2, Jordyn Clair 2, Serena J. Airgas 2 and Keber Gabermichael 4
Received: August 11, 2020. / Revised: June 5, 2021 / Received: 21.06.2021 / Published: 24.06.2021
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Lack of accessible sources of drinking water is a major problem in many parts of the world. This project involved high school (HS) students in realistic and meaningful science and engineering activities to educate them about the scarcity and poor quality of drinking water in many areas and how to develop remediation methods. (POU) to solve using As biosand filters (BSF). HS student activities are integrated with USF student activities, including development of research questions and BSF design, construction, operation and monitoring. An ethnographic method was used, including participant observation, collection and review of artifacts, and interviews. The project's focus on the need to provide clean drinking water to developing countries was found to give credibility and meaning to HS students, encouraging them to participate in activities and learn science and engineering practices. HS students became aware of the differences between this project and their regular science classes. The project had a positive impact on their self-concept as scientists and their interest in STEM careers. The results of the HS students were useful for university research. In addition, USF students gain hands-on learning experience by exploring research questions in a low-impact environment.
High school science curricula in the United States (US) and other countries often include topics related to the availability and quality of water for human use. In addition, several projects have been funded to develop new course materials and study different methods of engaging students in water issues [1, 2, 3]. The problem in educating young people about water issues is that most of the school science is brief, difficult to learn and not relevant to everyday life [4, 5, 6, 7, 8]. For example, when water-related topics are included in the science curriculum, students are often removed from the real world because they have no field experience, limited or lack of real-world problems, and the science and Engineering does not combine experience. to 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 by participating in research as scientists and engineers conduct research. do [16, 17, 18]. When students engage in authentic scientific research and practice-based engineering, they formulate research questions, plan research, make observations and draw evidence-based conclusions, and interpret research reports [19].
A growing body of evidence has shown that engaging students in real-world science and engineering experiences has a variety of positive outcomes; These include improving their motivation for STEM subjects, enhancing their knowledge of scientific content, increasing confidence and self-confidence in their abilities as scientists, and developing critical thinking skills [20, 21 , 22, 23, 24]. Engaging students in environmental science in environmental education includes citizen science approaches [25, 26], summer internships [27, 28, 29], after-school programs [30], and classroom experiences [ 31, 32, 33] implemented through ]. Our project is very similar to the method used by Chapman and Feldman [31], in which students and their mentors conducted research on algal growth for biofuel production by a university professor and a doctoral student. are instructed in The approach used in the current study builds on university-school collaborative work. We will discuss this in more detail below.
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In this paper, we report on our research to engage high school (HS) students in authentic and authentic science and engineering activities to help them address drinking water shortages in several regions and Teach about poor quality and how to solve it through use. Point-of-use (POU) treatment such as biosand filters (BSFs). Through this, we enabled HS students to learn the practices used in science and technology [19]. A novel aspect of our research was that HS students and their teachers engaged in these activities in collaboration with engineering research conducted at the University of South Florida (USF). An important aspect of this was that the university and HS projects were combined, with each group learning from the experiences of the other group.
Our general education research question for this paper is, “How participating in a science and engineering project with a local university to provide drinking water for developing countries affects HS students.” ?” We addressed the focus of this research with the following sub-questions:
In this section, we present a theoretical framework that integrates the validity and meaning of science activities and water literacy ideas into science education. The final section provides some details on the university's research focus on the use of BSF as a POU water treatment. We begin by considering what is real science.
One of our goals in this project was to engage HS students in meaningful and authentic science and engineering activities. Brown, Collins and Duguid [34] describe authentic activities as “culturally normal practices” through which “meanings and purposes are socially constructed through interactions between current and past members” (p. 34). Similarly, Brown and Rees [35] argue that “authentic school science should provide experiences that are highly relevant to the kinds of activities that scientists and technologists perform in the real world of science, and such experiences should include student-centered tasks. open-ended questions” (1375-1376). In the United States, the science education community has adopted the language of science and engineering practices to describe what scientists and engineers do. Evidence for a Framework for K-12 Science Education [19]. Students must learn not only the content of science, but also the practices of science and technology. These exercises include asking questions and defining problems, creating and using models, planning and conducting research, analyzing and interpreting data, and applying mathematical and computational thinking. Making explanations and making decisions, participating in evidence-based reasoning, receiving information, evaluating and communicating. Although scientific activities in schools often imitate these practices, they are cognitively and epistemologically different from the science produced by scientists [36, 37]. Given the goal of engaging HS students in real science research, we expected them to experience “real” science rather than “school science.”
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Recently, Bergen [38] developed a three-dimensional model of scientific practices based on empirical research. He argues that scientific inquiry primarily requires only four of the eight actions included in the framework. These include: asking questions; research planning and implementation; data analysis and interpretation; and reporting information. Our project also involves students in problem-solving and design processes, which the framework [19] relates to engineering rather than science. Although school science activities often incorporate Bergen's four actions in some way, doing them does not make the experience real for students, as we mentioned above. Bergen states that whether or not these are true depends on (i) how important or meaningful the questions are to the learner; (ii) means of work to others such as members
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