A remarkable example of suspected Batesian mimicry of Gaboon Vipers (Reptilia: Viperidae:<i>Bitis gabonica</i>) by Congolese Giant Toads (Amphibia: Bufonidae:<i>Sclerophrys channingi</i>)

Vaughan, Eugene R.; Teshera, Mark S.; Kusamba, Chifundera; Edmonston, Theresa R.; Greenbaum, Eli

doi:10.1080/00222933.2019.1669730

Cited by 5 publications

(2 citation statements)

References 47 publications

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“…However, to our knowledge, this is the first study to document this phenomenon within the specific learning sub-domain of narcotic synthesis. Moreover, because most known cases of experiential learning involve classroom learning, our study adds to the value of field trips (for other examples of the value of field trips, see Gans, 1961;Rowe et al, 1986;Barber & Conner, 2007;Aubret & Mangin, 2014;Brejcha, 2019;Vaughan et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…However, with the advent of neo-liberalism, community-based scholarship, and the failure of the "War on Terror," more egalitarian pedagogies began to emerge by the turn of the 21st century (Stevens, 2013;Ruxton, Allen, Sherratt, & Speed, 2018). Though this teaching style, which embodies many of the ideas behind the Socceratic Dialogue, is certainly nothing new, its adoption into formal learning environments and Western public education has represented a paradigm shift in our understanding of effective educational practice (for exceptions, see Gans, 1961;Rowe, Richard, & Donald, 1986;Barber & Conner, 2007;Aubret & Mangin, 2014;Brejcha, 2019;Vaughan, Teshera, Kusamba, Edmonston, & Greenbaum, 2019). Here, we present a new model for science learning in the secondary education classroom that further advances this communitarian discussion-based model.…”

Section: Introductionmentioning

confidence: 96%

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Experiential Learning in Secondary Education Chemistry Courses: A Significant Life Experiences Framework

Allf¹,

Pinkman²,

White³

2020

UCER-A

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Significant life experiences (SLE), a framework first put forward by Thomas Tanner, is a well-known model for understanding attitudes and perceptions about the environment as ascertained through environmental education (EE) programs. The SLE framework posits that early positive experiences in the environment are strongly correlated with later pro-environmental attitudes and behaviors in adulthood. According to the model, these early experiences facilitate this change through "experiential" learning, as opposed to formal learning experiences in a classroom, or even informal learning. While the SLE framework is often used within the EE literature, it is rarely used to model behavior and learning in the classroom setting. Here, we present a new use of the theory to model experiential learning in a high school chemistry course. We present evidence that a new model of SLE being used experimentally by faculty at a high school in New Mexico has led to significant learning gains among students. Specifically, we find evidence that low-achieving students may particularly benefit from this new model of teaching chemistry in the secondary education setting through the "hands-on" process of manufacturing and distributing methamphetamine (N-methyl amphetamine). While this study cohort is small, the authors believe that the findings presented herein may demonstrate the value of SLE and experiential learning within the broader science, technology, engineering, and math (STEM) education field (theory) and pedagogy (practice).

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