CREATING &amp; EVALUATING Artificial Domiciles for Bumble Bees

Golick, Doug; Ellis, Marion D.; Beecham, Brady

doi:10.1662/0002-7685(2006)68[e29:ceadfb]2.0.co;2

Cited by 1 publication

(1 citation statement)

References 5 publications

(4 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…With increased emphasis placed on engineering, there is increased demand for K-12 teaching resources that allow students to examine real-world problems and engineer potential solutions. To meet this need, some insect-related teaching resources [ 36 , 37 ] have been developed in which students can examine pollinator and other biodiversity losses and engineer man-made nesting domiciles or other conservation solutions to aid in insect conservation efforts. By supporting engineering design in K-12 classrooms through insect-related curriculum, not only can science education goals be addressed, but efforts from these projects can also work in concert with the entomology community in addressing authentic local and global issues.…”

Section: Introductionmentioning

confidence: 99%

The Six-Legged Subject: A Survey of Secondary Science Teachers’ Incorporation of Insects into U.S. Life Science Instruction

Ingram

Golick

2018

Insects

View full text Add to dashboard Cite

To improve students’ understanding and appreciation of insects, entomology education efforts have supported insect incorporation in formal education settings. While several studies have explored student ideas about insects and the incorporation of insects in elementary and middle school classrooms, the topic of how and why insects are incorporated in secondary science classrooms remains relatively unexplored. Using survey research methods, this study addresses the gap in the literature by (1) describing in-service secondary science teachers’ incorporation of insects in science classrooms; (2) identifying factors that support or deter insect incorporation and (3) identifying teachers’ preferred resources to support future entomology education efforts. Findings indicate that our sample of U.S. secondary science teachers commonly incorporate various insects in their classrooms, but that incorporation is infrequent throughout the academic year. Insect-related lesson plans are commonly used and often self-created to meet teachers’ need for standards-aligned curriculum materials. Obstacles to insect incorporation include a perceived lack of alignment of insect education materials to state or national science standards and a lack of time and professional training to teach about insects. Recommendations are provided for entomology and science education organizations to support teachers in overcoming these obstacles.

show abstract

Section: Introductionmentioning

confidence: 99%