Aerin Benavides

Field Ecology: A Modest, but Imaginable, Contestation of Neoliberal Science Education

ABSTRACT Science education has become a valuable market tool, serving the knowledge economy and technocratic workforce that celebrates individualism, meritocracy, entrepreneurship, rational thought, and abstract knowledge. Field ecology, however, could be a modest, but imaginable contestation of market-driven neoliberal ideology. We explored diverse high school youths’ meaning making of a summer field ecology research experience. Youths’ narratives, elicited with a modified card sort and qualitative interviews, highlight the cognitive, social, emotional, and physical aspects of learning demonstrating considerably broader views of knowledge, meanings of the natural world and their place within it, and access to scientific practices than implied by neoliberalism.

Education in times of environmental crises: teaching children to be agents of change edited by Ken Winograd, New York, NY, Routledge, 2016, 283 pp., US

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47.51 (paperback), ISBN 978-1-138-94436-7

Abstract We describe a field-based lizard project we did with high school students as a part of our summer Herpetological Research Experiences. We describe data collection on lizards captured, identified, and marked as a part of our mark—recapture study. We also describe other lizard projects that are ongoing in the United States and provide resources for teachers to help them start their own field-based science projects. Our work with lizards focuses on fieldwork but also includes classroom components with captive-bred and wild-captured animals. Information on organizations that focus on lizards is provided, including several citizen science opportunities.We describe a field-based lizard project we did with high school students as a part of our summer Herpetological Research Experiences. We describe data collection on lizards captured, identified, and marked as a part of our mark– recapture study. We also describe other lizard projects that are ongoing in the United States and provide resources for teachers to help them start their own field-based science projects. Our work with lizards focuses on fieldwork but also includes classroom components with captive-bred and wild-captured animals. Information on organizations that focus on lizards is provided, including several citizen science opportunities.

Learning by Lassoing Lizards: The Ins and Outs of Developing a Field-Based

Abstract We describe a field-based lizard project we did with high school students as a part of our summer Herpetological Research Experiences. We describe data collection on lizards captured, identified, and marked as a part of our mark—recapture study. We also describe other lizard projects that are ongoing in the United States and provide resources for teachers to help them start their own field-based science projects. Our work with lizards focuses on fieldwork but also includes classroom components with captive-bred and wild-captured animals. Information on organizations that focus on lizards is provided, including several citizen science opportunities.We describe a field-based lizard project we did with high school students as a part of our summer Herpetological Research Experiences. We describe data collection on lizards captured, identified, and marked as a part of our mark– recapture study. We also describe other lizard projects that are ongoing in the United States and provide resources for teachers to help them start their own field-based science projects. Our work with lizards focuses on fieldwork but also includes classroom components with captive-bred and wild-captured animals. Information on organizations that focus on lizards is provided, including several citizen science opportunities.

The Ins & Outs of Developing a Field-Based Science Project: Learning by Lassoing Lizards

Abstract We describe a field-based lizard project we did with high school students as a part of our summer Herpetological Research Experiences. We describe data collection on lizards captured, identified, and marked as a part of our mark—recapture study. We also describe other lizard projects that are ongoing in the United States and provide resources for teachers to help them start their own field-based science projects. Our work with lizards focuses on fieldwork but also includes classroom components with captive-bred and wild-captured animals. Information on organizations that focus on lizards is provided, including several citizen science opportunities.We describe a field-based lizard project we did with high school students as a part of our summer Herpetological Research Experiences. We describe data collection on lizards captured, identified, and marked as a part of our mark– recapture study. We also describe other lizard projects that are ongoing in the United States and provide resources for teachers to help them start their own field-based science projects. Our work with lizards focuses on fieldwork but also includes classroom components with captive-bred and wild-captured animals. Information on organizations that focus on lizards is provided, including several citizen science opportunities.