Since 1994 the Experiential Science 11 (ES11) program has undertaken a wide variety field studies to addressed a range of community concerns. The student have analyzed problems, framed appropriate research to address the topic, conducted the research, evaluated the data collected and made recommendations related to community actions that address the concerns. Many of the research topics have taken place over a period of many years. Some have been projects that involve individuals or small groups of students, while others have been whole class activities extending over many years. Many of the projects also start with one study topic then branch into many different, but related studies.
Through the process of coming to grips with such community concerns, many of the conventional curricular goals in the biology, chemistry. geography, visual arts and environmental monitoring courses have been addressed. This has often involved applying the principles of these courses in an integrated context to the problem. Learning within this framework adds relevance and importance to the studies and supports a diversity of learning styles. Many students who struggle within the conventional didactic classroom, find success and joy within these studies .
The following list of the ES11 Place-based projects provides the reader with a sense of the scope and depth of the studies and the students engagement with the activities. This listing should be viewed as a summary, not an exhaustive description and related data sets associated with the different studies. The list is organized around eight different themes.
Aquatic environments
Forestry and terrestrial studies
Wildlife studies
Marine and intertidal studies
Atmospheric
Snow studies
Energy studies
Recreation and DYI studies
Human impact studies
Some projects touch on more than one theme. Where this happens, the activity is listed in each theme but only described in greater detail in the main theme. Each project or activity provides a description of the project, some provide background information. Most identify protocols followed, the duration of the study, and the teachers involved. Some identify community involvements and identify community involvement in the project.
Through the process of coming to grips with such community concerns, many of the conventional curricular goals in the biology, chemistry. geography, visual arts and environmental monitoring courses have been addressed. This has often involved applying the principles of these courses in an integrated context to the problem. Learning within this framework adds relevance and importance to the studies and supports a diversity of learning styles. Many students who struggle within the conventional didactic classroom, find success and joy within these studies .
The following list of the ES11 Place-based projects provides the reader with a sense of the scope and depth of the studies and the students engagement with the activities. This listing should be viewed as a summary, not an exhaustive description and related data sets associated with the different studies. The list is organized around eight different themes.
Aquatic environments
Forestry and terrestrial studies
Wildlife studies
Marine and intertidal studies
Atmospheric
Snow studies
Energy studies
Recreation and DYI studies
Human impact studies
Some projects touch on more than one theme. Where this happens, the activity is listed in each theme but only described in greater detail in the main theme. Each project or activity provides a description of the project, some provide background information. Most identify protocols followed, the duration of the study, and the teachers involved. Some identify community involvements and identify community involvement in the project.
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