Abstract
The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor withNew York City Public Schools (BOP-CCERS) seeks to integrate harbor restoration activities with science teachers inorder to provide their students with experiential learning through environmental impact in New York City with thevision that public school students in New York City can benefit from environmental science and experiential learningwork through authentic research, data collection, and experimentation. The purpose is to engage science teachers withexperiential learning opportunities in the New York Harbor that helps them create engaging lessons for their ownstudents. It was found that teachers responded most positively to workshops that included hands-on activities,specifically the oyster restoration station trainings, classroom oyster tank setups and activities with scientists. Teachersreported that the BOP-CCERS program prepared them to support student learning of the program content and scientificresearch activities. Students who engage in real-world science are more likely to see the relevance of science and seethemselves working toward a career pathway in STEM.
Highlights
Experiential learning has the potential to enhance student educational experiences through engagement, improved attitudes, and higher success in the subject
The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS), funded by the National Science Foundation (Award Number DRL 1440869, DRL 1759006 and DRL 1839656), seeks to integrated harbor restoration activities with science teachers in order to provide their students with experiential learning through environmental impact in New York City
Qualitative observations collected from 2015 to 2018 of the first three years of the BOP-CCERS program implementation included: (1) teacher attendance and participation in professional development workshops; (2) teacher reflections on teacher learning and practice; (3) teacher reflections on student learning; and (4) teacher’s opinions on continuing with implementation of the curriculum and classroom activities beyond their fellowship
Summary
Experiential learning has the potential to enhance student educational experiences through engagement, improved attitudes, and higher success in the subject. It gives students the opportunity to see the real-world connections with the science classroom, and to experience science in the way that scientists do This can generate interest in science as a career and conduct science in a way that engages students through their own discoveries and applications of the science curriculum. The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS), funded by the National Science Foundation (Award Number DRL 1440869, DRL 1759006 and DRL 1839656), seeks to integrated harbor restoration activities with science teachers in order to provide their students with experiential learning through environmental impact in New York City
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