Designing An Environmental, Experiential, Ecology Course For Minnesota High School Students: IB Environmental Systems And Societies Explore Minnesota

Term

Spring 2017

Capstone

Thesis

Degree Name

MAED: NSEE

Primary Advisor/Dissertation Chair

Laura Halldin

Secondary Advisor/Reader One

Guy Stewart

Peer-Reviewer/Reader Two

Deb Berg

Abstract

This capstone was motivated by a desire to create an experiential ecology course. The research question addressed in this project was “How can I design an ecology course that will increase high school students understanding of Minnesota’s natural systems?” The overall purpose of the project was to design a year-long ecology course using the principals of experiential education, the templates from Understanding By Design and topics from the International baccalaureate class Environmental Systems and Societies.. The goal was to address the required content while increasing the number of activities, labs, field trips, and guest speakers. While limiting lecture and “class work”, the course instead weaves all of the aspects of the classroom experience into one, solid practical contact with and observation of facts and events of the natural world in Minnesota.

Research Methodology

Curriculum Development

Keywords

Curriculum, Environmental Studies

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