Service-Learning in Introductory Chemistry: Supplementing Chemistry Curriculum in Elementary Schools

2005 ◽  
Vol 82 (8) ◽  
pp. 1168 ◽  
Author(s):  
Joan M. Esson ◽  
Regina Stevens-Truss ◽  
Anne Thomas
Keyword(s):  
Elementary Schools ◽  
Service Learning ◽  
Chemistry Curriculum ◽  
Introductory Chemistry

scholarly journals Service-learning Horticulture Students Benefit through Hands-on Science Activities with Elementary School Students

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1136E-1137
Author(s):  
Carl Motsenbocker ◽  
Leanna Smith
Keyword(s):  
Elementary Schools ◽  
Service Learning ◽  
Informal Education ◽  
Science Curriculum ◽  
Teaching Profession ◽  
Master Gardener ◽  
School Students ◽  
Regular School ◽  
Public Elementary Schools ◽  
Hands On

A garden-based science curriculum (Junior Master Gardener) was introduced into public elementary schools as an informal education program conducted by Master Gardener volunteers and service-learning university students. The program was held once a week for 2 hours during regular school hours with fifth grade classes. The service-learning students were enrolled in a senior level horticultural science education class. Students were surveyed pre- and post-program with the Science Teacher Efficacy Belief Instrument (STEBI-B, preservice), a background survey instrument, and weekly journals. There were significant differences in the students' perceived teaching efficacy pre- and post-program. Most of the student's STEBI scores either remained the same or increased over the semester. Overall, the service-learning college students had very positive responses to their experiences as teachers and mentors in public elementary schools. In addition, the students were able to use their horticultural skills and knowledge and they also gained an appreciation for the teaching profession.

Collaborations between Elementary Schools and Higher Education

2017 ◽  
pp. 82-104
Author(s):  
Patricia Hrusa Williams ◽  
Carole K. Lee
Keyword(s):  
Higher Education ◽  
Science Education ◽  
Elementary Schools ◽  
Service Learning ◽  
Community Engagement ◽  
Research Literature ◽  
School Students ◽  
School Communities ◽  
Potential Benefits ◽  
Collaborative Efforts

This chapter examines service learning efforts and community partnerships formed between elementary schools and higher education around science education. The types and characteristics of the efforts are considered using a newly developed framework for service learning and community engagement. The potential benefits of these collaborative efforts for higher education faculty, college students, elementary school students, teachers, and school communities are explored, highlighting what is known from the existing research literature. The match between these projects and the Next Generation Science Standards (NGSS) are considered, highlighting the ways which community engagement efforts can utilize standards in developing and implementing projects. Finally, recommendations are made regarding how to optimize community-based science education collaborations and expand our knowledge-base regarding these efforts.

The Current Status of the Implementation of Character Education and Service-Learning in Inclusive Elementary Schools Nationwide

2017 ◽  
Vol 48 (2) ◽  
pp. 21-47
Author(s):  
Hyunsoo Kwon ◽  
Seung Hee Park ◽  
Jiyeon Park ◽  
Sangshin Jeon ◽  
Seungsuk Choi
Keyword(s):  
Elementary Schools ◽  
Service Learning ◽  
Character Education ◽  
Current Status

An Electronic Curriculum for Introductory Chemistry

1995 ◽  
Vol 24 (2) ◽  
pp. 151-157 ◽  
Author(s):  
James A. Dix ◽  
Robert D. Allendoerfer ◽  
Wayne E. Jones ◽  
Roy A. Lacey ◽  
Bernard J. Laurenzi
Keyword(s):  
World Wide ◽  
Internet Access ◽  
Chemistry Curriculum ◽  
Introductory Chemistry ◽  
Self Assessment ◽  
Chemistry Instruction ◽  
The World ◽  
Platform Independence ◽  
Key Features ◽  
Chemistry Community

We are creating a World-Wide Web (WWW) introductory chemistry site that will incorporate many key features of an electronic chemistry curriculum, including flexibility, interactivity, extensibility, diversity, and self-assessment. The site will be accessible from browsers such as Mosaic and Netscape. Advantages of serving introductory chemistry from a WWW site include expanding access to chemistry instruction, platform independence, easing transitions between university units, and creating a curriculum responsive to diverse needs. Contributions and suggestions from the chemistry community can be incorporated easily and rapidly into the electronic curriculum. Since the WWW site could be used by any campus in the world having Internet access, we expect that our electronic curriculum will have a far-ranging impact on the way introductory chemistry is taught.

Partnerships for Active Children in Elementary Schools: Outcomes of a 2-Year Pilot Study to Increase Physical Activity During the School Day

2017 ◽  
Vol 32 (3) ◽  
pp. 621-630 ◽  
Author(s):  
R. Glenn Weaver ◽  
Collin A. Webster ◽  
Cate Egan ◽  
Carolina M. C. Campos ◽  
Robert D. Michael ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Pilot Study ◽  
Service Learning ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
Control Group ◽  
Institute Of Medicine ◽  
School Day ◽  
The Impact

Purpose: To evaluate the impact of the pilot study Partnerships for Active Children in Elementary Schools on the percentage of children achieving the Institute of Medicine guideline of 30 minutes of moderate-to-vigorous physical activity (MVPA) during the school day. Design: Pre/multiple post-quasi-experimental. Setting: Four elementary schools. Participants: Physical education (n = 3) and classroom teachers (n = 12) and students (n = 229). Intervention: Partnerships for Active Children in Elementary Schools was a multicomponent, theory-driven intervention facilitated through school–university partnerships. Intervention approaches included communities of practice, community-based participatory research, and service learning. Measures: Accelerometer-derived percentage of children accumulating 30 minutes of MVPA during the school day. Analysis: Multilevel mixed-effects regression estimated MVPA differences over time. Results: Compared to control, a 2.4% (95% confidence interval [CI]: −0.0% to 4.8%) and 8.8% (95% CI: −0.3% to 15.4%) increase in the percentage of time girls and boys engaged in MVPA during the school day was observed. The percentage of boys and girls in the intervention group achieving 30 minutes of MVPA/day increased from 57.5% to 70.7% and 35.4% to 56.9%, respectively. Boys and girls in the control group decreased from 61.5% to 56.4% and 52.6% to 41.9%, respectively. However, these changes did not reach statistical significance. Conclusion: Partnerships for Active Children in Elementary Schools demonstrated meaningful impact on children’s MVPA during the school day by increasing boys’ and girls’ MVPA. However, additional strategies may be required to help schools achieve the Institute of Medicine guideline.

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