Student Generated Data (continued)
Adventures with a Hand Lens was published in 1962, advancing outdoor science instruction to engage the learner in their own investigations of the world up close. Today, this observation scaf- folds easily onto data collection, with students studying parts of the ecosystem that they find interesting with encouragement to find how these seemingly individual pieces coalesce into a larger system.
In moving environmental education into the digital age, edu- cators should look to empower youth with the tools and respon- sibility to examine their surroundings, and in encouraging youth to take and use technology outside, educators can capitalize on students collecting their own data sets to develop deeper, more meaningful inquiry questions. And when they can begin devel- oping their own questions that they want to answer rather than following a worksheet or handout, the exploration becomes that much more desirable and satiating. Those young people wielding handheld weather stations and thermal imagers on the Salmon River or on the Wisconsin may appear to be kids collecting some information for science project, but don’t be fooled, the next generation of scientists and scientific thinkers is out there, already developing their inquiries into the natural world.
❏ References
Brain Gains. (2017, July 22). The Economist. Re- trieved from
https://www.economist.com/news/ leaders/21725313-how-science-learning-can-get-best- out-edtech-together-technology-and-teachers-can
Headstrom, R.. (1962). Adventures with a Hand Lens.
Hougham, R. J., Eitel, K. B., & Miller, B. G. (2013). AL@: Combining the strengths of adventure learning and place based education. 2012 CLEARING Com- pendium (pp 38-41).
Hougham, J. and Kerlin, S. (2017). To Unplug or Plug In. Green Teacher. Available at: https://greenteacher. com/to-unplug-or-plug-in/.
Hougham, R., Nutter, M., Nussbaum, A., Riedl, T. and Burgess, S. (2016). Engaging at-risk populations outdoors, digitally: researching youth attitudes, con- fidence, and interest in technology and the outdoors. Presented at the 44th Annual International Sympo- sium on Experiential Education Research, Minneapo- lis, MN.
National 4-H Council. (2017). Common Measures 2.0.
Technology is transforming what happens when a child goes to school. (2017, July 22). The Economist. Retrieved from
https://www.economist.com/news/ briefing/21725285-reformers-are-using-new-software- personalise-learning-technology-transforming-what- happens
Become a leader in sustainability education
LEADERSHIP FOR SUSTAINABILITY EDUCATION (LSE)
In Portland State University’s LSE program, you will develop leadership and educational skills to become an effective change agent for sustainability. LSE graduates are leading and teaching for sustainable solutions in schools, nonprofit organizations, local governments, businesses, in the Pacific Northwest, and beyond.
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pdx.edu/elp/lse gseinfo@pdx.edu
Dr. R. Justin Hougham is faculty at the University of Wisconsin- Extension where he supports the delivery of a wide range of science education topics to K-12 students, volunteers, youth development professionals, graduate students, and in-service teachers. Justin’s scholarship is in the areas of youth development, place-based pedagogies, STEM education, AL, and education for sustainability.
Marc Nutter manages the facility of Upham Woods Outdoor Learn- ing Center located in Wisconsin Dells, WI which serves over 11,000 youth and adults annually. With the research naturalist team at Upham Woods, Marc implements local, state, and federal grants around Wiscon- sin aimed to get youth connected to their local surroundings with the aid of technology that enhances observation.
Megan Gilbertson is currently a school psychology graduate student at Southern Illinois University - Edwardsville. While working at Upham Woods Outdoor Learning Center, she collaborated on grant funded projects to create and curate online data platforms for educational groups and facilitate programs for both youth and adults on the integration of technology with observation and inquiry in environmental education.
Quinn Bukouricz is a research naturalist involved with technology-inte- grated programming statewide, funded on grants and program revenues. He is also responsible the creation and care of programmatic equipment which includes the “Digital Observation Technology Skills” kits, and the implementation of grants.
CLEARING Fall 2017
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