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9781032434162

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This Handbook is essential reading for those educators seeking to transform the learning experiences of their students. It provides an inspiring view of learning that is centered on the student, and connected to the outdoor environment and issues of social justice. -- Julie A. Luft, University of Georgia College of Education distinguished research professor, and NSTA and AAAS fellow Passionate science educators don’t enter their profession in pursuit of standardized tests or chapter review questions. We want to pass on the same impactful experiences of challenge and discovery that inspired us. But somewhere between the idealism of preparing to teach and the reality of-well, real life, we may make some compromises. This book bridges the gap between what is possible and what is probable when it comes to teaching inquiry-based science. They show students that scientific inquiry is not locked in ivory towers but is based on observations and testable questions about the world around us. They show teachers that school grounds, simple materials, and creativity are fertile grounds for growing scientific literacy. Let these lessons allow you to compromise on the extra time you sacrifice to develop inquiry-based lessons without compromising on engaging students in a holistic way that leaves a lasting impact. -- Caroline Pechuzal, biology teacher, Canyon Del Oro High school Justice-first science teaching involves practices that few educators were trained for, but Dr. Blonder and colleagues make this goal accessible by providing frameworks, tools, and best of all, real-life examples of equitable learning by children at different grade levels. Each chapter lays out cases of teachers empowering students through authentic place-based experiences, choice, and strategic forms of support as youth investigate complex phenomena that matter to them in the real world. -- Mark Windschitl, professor of science education, University of Washington, and author of Ambitious Science Teaching Scientists study and interpret nature in and by means of real places. Our students should be able to do the same. This Handbook offers a wealth of ideas, tools, and examples to foster place-based, student-centered scientific learning. -- Steven Semken, Professor, School Of Earth and Space Exploration, and Affiliate Faculty, Teachers College, Arizona State University What a great contribution to place-based science education literature! This book is chock full of guidance for how to structure learning outside with great examples of actual projects conducted with actual students. It also provides great examples of student worksheets, assessment rubrics and scientific methodologies. It's a remarkably useful book. -- David Sobel, author of Place-Based Education: Connecting Classrooms and Communities, and Professor Emeritus, Antioch University New England This Handbook is a practicable guide for anyone seeking to provide youth with supportive and meaningful outdoor classroom experiences. It's a grounding breath of fresh air for educators and community leaders alike. -- Ruby Rodriguez, Director of Programs & Operations, Latino Outdoors

Author Information

Benjamin Wong Blonder, Ph.D. is an assistant professor and ecologist at the University of California at Berkeley. Ja’Nya Banks, M.Ed. was a special education teacher and now is a doctoral student in education policy at the University of California at Berkeley. Austin R. Cruz, M.A. is an ecologist and educator at the University of Arizona. Anna Dornhaus, Ph.D. is a professor at the University of Arizona studying complex systems and insect behavior. R. Keating Godfrey, Ph.D. is a neuroscientist at the Florida Museum of Natural History with a background in hands-on, outdoor science education and job skills training. Joshua S. Hoskinson, M.S., M.A. is an adjunct faculty member at Tohono O'odham Community College. Rebecca Lipson taught middle school science, math, and special education for eight years and served as the assistant director of education at the University of Arizona Sky School. Pacifica Sommers, Ph.D. is an ecologist and educator at the University of Colorado at Boulder. Christy Coverdale Stewart, M.Ed. has 35 years of experience as a middle and high school science teacher, curriculum specialist, and teacher coach. Alan Strauss, Ph.D. has a background in disability studies and is the director of the University of Arizona’s Mount Lemmon Science Center and Sky School.

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