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1 October 2011 Biology Experiences in the Summer: Keeping the Faucet Flowing for All Students
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Abstract

In a time when electronic devices dominate students' free time, students often stop learning in the summer and instead focus on sedentary indoor activities, like video games and television programs. Sociologists have documented that, for some students, summers result in little learning and contribute to an achievement gap. To help combat “summer learning loss,” teachers should implement a summer biology project to provide students with hands-on, inquiry experiences promoting science learning. Assigning longterm activities to be completed dating the summer months compels students to explore the outdoors, the learning-loss flow is slowed, and students are better prepared for the start of the next school term.

© 2011 by National Association of Biology Teachers. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press's Rights and Permissions Web site at www.ucpressjournals.com/reprintinfo.asp.
Jeffrey J. Rozelle and Ann Haley MacKenzie "Biology Experiences in the Summer: Keeping the Faucet Flowing for All Students," The American Biology Teacher 73(8), (1 October 2011). https://doi.org/10.1525/abt.2011.73.8.5
Published: 1 October 2011
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