41.2 Jan. 6 Using animal behavior to teach the scientific process in a high school environment LEE, DN; University of Missouri - St. Louis firstname.lastname@example.org
Far too many students enter and leave science classes memorizing the products of scientific endeavors without knowing what science is. They fail to understand that science involves the observation of natural phenomena, formulating hypotheses, and testing hypotheses; and this is especially true for many high school and college freshman students. As a GK-12 Fellow, I serve as a resource scientist in Life Science classes at a local urban high school, Normandy Senior High School. I work with life science teachers to enrich the existing curriculum. Together, we develop and implement inquiry-based lessons including laboratory exercises and independent research projects (science fair). I help high school faculty increase their content knowledge in life science as well as help students discern what science is. As a scientist and an educator, my objective is to engage students to become active learners -- to ask questions, design experiments and test hypotheses. I use animal behavior to introduce students to science because I believe Animal Behavior is gateway to other scientific disciplines including ecology, chemistry, and physics. I will share how authentic science experiences can help foster lessons related to scientific processes among high school students.