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The need for enhanced ocean education is clearly recognized by members of
the oceanographic community, from scientists to classroom and informal
education experts. A 1996 NSF-sponsored CORE workshop on ocean sciences
and K-12 education found that
"The workshop participants strongly supported the theme that the
ocean
agencies present outstanding opportunities and untapped resources for K-12
education, and that oceanographic processes and features are ideally
suited for constructing and demonstrating knowledge and science-based
skills in the fundamental principles of science across the disciplines,
including the social sciences, and over a wide range of levels of
sophistication. The challenge is for the ocean sciences research
community and K-12 educators to reach out and develop partnerships (both
formal and informal) to, over the long term, mutually develop new ways to
infuse the ocean sciences into K-12 education at all levels and throughout
the curriculum."
In the 1998 Year of the Ocean Discussion Papers, an overview of the
status
of marine education stated that "nationally, preservice teaching and
teacher credential programs rarely provide any special instruction in
oceanography. Teaching methods courses frequently provide information
about water, but rarely about the ocean specifically." Ocean and coastal
studies offer abundant opportunities for relevant, exciting, and
integrative science education.
In response to meeting the National Science Education Standards, ocean and
coastal science education are also largely untapped resources. Admiral
(ret.) James Watkins, President of the Consortium for Ocean Research and
Education (CORE) recognized that even though ocean sciences comprise "one
perfect implementation mechanism to meet national standards," explicit
references to the oceans were missing from the National Science Education
Standards (NOAA, 1998).
Science and technology educators stress that today science and
technology
are inherently and closely related, with a classroom goal being a
"seamless" integration of technology into the teaching and learning of
science (Koch 1999). Linda Roberts, technology advisor to Education
Secretary Riley, stated "It is impossible to imagine how school leaders
who are focused on more authentic ways of doing mathematics and science,
who are developing rich environments for learning, can achieve that
without technology" (Education Week, 1997). Polymer science is, in fact,
a key mechanism in addressing incorporation of technology.
Polymer science and engineering encompass basic and exploratory research
with targeted applications. Both undergraduate and graduate students with
degrees in this area are in "high demand" and are very productive in
industrial positions even during the first year of their professional
development. This is a direct result of the integration of technology
into the polymer science curricula. Technology involves the use of
science and scientific discoveries to solve real-world problems.
Curricula like that those offered at The University of Southern
Mississippi incorporate application oriented topics throughout the program
and in all courses taught. In fact, this program illustrates the
interdisciplinary nature of polymer science in both its faculty and
courses offered. Faculty includes graduates of traditional chemistry,
chemical engineering and physics programs. Courses include traditional
chemistry and chemical engineering topics (about 2/3 and 1/3 of each);
however, these courses are taught with polymer threads throughout and with
examples and problems based on real-world situations. Thus, polymers are
inherently technologically-oriented.
Inclusion of polymer modules and topics at the K-12 level is important
for many reasons. One of the major themes of the center is the dynamics
of synergism and conflict that exist between the natural and synthetic.
This involves several aspects which will be addressed throughout the
individual emphasis areas in the two main thrust areas, and which will
serve as the uniting concept for all content material of the center. Key
issues to be addressed include:
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Polymers from the sea Many natural polymers are harvested from the
ocean and used in food, pharmaceuticals and biomaterials. This segment
will discuss how they are unique and what the relationship is between the
chemical and physical properties of these marine polymers and their
important applications.
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Polymer impact on marine environments Many synthetic polymers, such
as
plastic waste and discarded fishing gear, contaminate the rivers and
oceans of the world. The environmental impact of these pollutants will be
combined with ways to eliminate harmful effects through development of
degradable synthetic and natural materials.
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Pollution from the production of polymers and polymeric materials is a
long-standing problem in many countries throughout the world. How these
by-products and waste streams enter and impact the aquatic and marine
environments will be explored, along with expanding efforts to develop
"green chemistry" alternatives to polymer production.
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Lessons that we can learn from marine organisms For example, barnacle
cement is one of the strongest adhesives known, and several companies are
currently developing synthetic analogs and methods for bio-production of
the main peptide segment for commercial use. Another example involves
abalone shells, which are made essentially of calcium carbonate, a brittle
mineral, but which is constructed in such a way that the final composite
exhibit excellent strength and impact resistance. How nature generates
the brick-like structure that imparts these unique properties by use of a
natural polymer nucleating agent and "mortar" has enormous potential
impact on synthetic polymers. These are only a few of the valuable
lessons we can learn from the sea. This proposed center will help impart
an awareness and understanding of the methods for learning about marine
polymers.
Teachers educated in interdisciplinary areas such as polymer and marine
sciences, have an inherent advantage in both understanding how the
disciplines work together to solve real-world problems, and in providing
examples for student learning that involve hands-on familiarity and
experience. Most important is the fact that these two subjects are fun to
learn because they provide an "umbrella" concept that helps both teachers
and students organize and see relationships among traditionally
discipline-specific facts and concepts. For example, while both chemistry
and chemical engineering deal with the same chemicals, they are taught
totally independently of each other. Similarly, both biomaterial medical
researchers and industrial scientists attempting to generate better
materials share the same fundamental chemical and physical properties of
the polymers with which they work, but without benefit of cross
disciplinary synergism. The approach of this proposal involves teaching
across the science disciplines so that students see the interactions and
interrelationships inherently and are continuously exposed to the
interconnectedness of all aspects of science disciplines with the real
world around them.
Teachers need quality inservice opportunities to learn and practice SMT
teachers integrated content and teaching strategies. Federal programs
providing such support have long acknowledged the benefits of funding
inservice programs. A 1978 National Science Foundation (NSF) report
concluded:
"What science education will be for any one child for any one year, is
most dependent on what that child's teacher believes, knows, and does or
doesn't believe, doesn't know, or doesn't do. For essentially all of the
science learned in the school, the teacher is the enabler, the
inspiration, and the constraint."
The writers of the National Science Education Standards for Professional
Development (1996) concluded that effective inservice education must
include: the learning of science content through inquiry; the integration
of science, learning pedagogy (teaching strategies), and students in
teaching; and the building of science understanding and abilities for
lifelong learning which are coherent and integrated. Teachers, given the
needed support and afforded such coordinated inservice education, will be
more successful in their own classrooms and as mentors to and leaders of
their peers-in their schools, in their districts, and in their states and
broader regions.
To meet these critical needs, this effort will provide a sequential set
of
professional development opportunities to enhance the content and
pedagogical competence of SMT teachers-through the study of polymer and
marine sciences. In addition, the inclusion of research faculty,
specialists, and informal educators as participants within these three
annual, 18-day polymer and marine science Institutes will strengthen the
depth and breadth of learning within the proposed Center for Teaching and
Learning.
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