• OVERVIEW

• SPECIFIC SITES

• PEDAGOGY

• TECHNIQUES

• ECOLOGICAL SYSTEMS

• IMAGE ANALYSIS

• AUTHORS

Collaborative Curriculum Lead-In:

Using the internet with biological transects can be used to enhance knowledge and appreciation of important relationships in established biological systems. It is an ideal technique to foster and promote collaboration among students of a class, or between students from different geographic areas, the states or provinces, and countries. Teachersat all levels (K- 16) can take advantage of this medium to introducestudents to the WWW as an information-providing tool, and as aresearch tool (example: NIH Image). Furthermore, they are encouragedto get their students to provide other examples of transects sothat our transect data base on the web can be expanded. It could eventually include a wide variety of biological systems whether from a microscopic view point or a satellite perspective.

Pedagogy

Collaborative Learning Activities

References for Collaborative Learning

Specific Suggestions

Proceed to Biological Systems

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Pedagogy

What is Collaborative Learning?

• Collaborative learning refers to the mutual engagement ofstudents in a coordinated effort to solve a problem together.This type of group interaction requires that students physically work together at the same time in the same location (synchronous activity)
• Collaborative Learning must not be confused with cooperative learning. Cooperative Learning is a learning style accomplished when each member of a group is responsible for just one specific portion of the problem solving activity.

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Collaborative Learning Activities: Lead-in

The transects of Race Rocks are meant to be a stimulus for questions such as:

• "How do animals and plants living on the seashore survive in harsh conditions?"
• "Why do the mussels grow in clumps?"
• "How do the mussels cope with the lack of water (oxygen)during low tide?"

Those inquisitive questions should then lead into the development of hypotheses. Subsequently these hypotheses could be tested by appropriate research done in a collaborative style by a group of students using the information provided or made possible by the WWW.

The power of transects as an important investigative tool for a variety of systems can be visualized by the very specific example provided in our activity.

In addition, the students can familiarize themselves with the potential of the WWW as a research resource and tool for a variety of activities.

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References for Collaborative Learning

• Zelda F. Gamson, Collaborative Learning Comes of Age; Change,September/October 1994
• Kenneth A. Bruffee; Collaborative Learning, Higher Education, Interdependence, and the Authority of Knowledge; The Johns Hopkins University Press, 1993
• Collaborative Learning, Vol. I, Collaborative Learning: Strategies for Change in Higher Education, Vol. II; NCTLA,

• Kenneth Bruffee, Sharing our Toys, Change, January / February1995, pp.12
• Roshelle, Jeremy Learning by Challenging: Convergent Conceptual Change; Journal of the Learning Sciences 2(3): 235-276, 1992

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Specific Suggestions:

Enhancing the K-16 System

Via workshops teachers can share success and familiarize themselves with strategies which enhance learning. Faculty and teachers areencouraged to form collaborations that benefit students in theK-16 system. Partnerships may involve the following:

• collaborations with industry
• scientists in residence program
  • devising "frameworking" format whereby new ideas are introduced using students' prior knowledge
• science fair promotion and involvement
• joint development and authorship on research publications
• join institutes for high school teachers and students
• promoting the establishment of learning communities
• promoting formal "sharing success" activities among teachers
• joint proposal development
• promoting formal "sharing success" communities

Grades 6-12

• workshops/institutes for the affected population
• promotion of model school systems
• formulating IB or modified IB programs
• promoting the establishment of learning communities

Undergraduate Experience

• periodic curriculum revision based on input from alumni, employers and post secondary units
• requiring an undergraduate thesis or special project
• requiring community service as credit toward graduation
• promoting creative classroom assignments executed in a collaborative mode
• developing portfolios
• promoting career-oriented internships
• requiring participation in Career EXPOS and job fairs
• investigative research requirement