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9 May 2023 Exploring Contaminants of Emerging Concern Using Student-Centered Inquiry Experiences with Zebrafish (Danio rerio) as a Model Organism
Annika Gehl, Seth K. Thompson
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Abstract

After numerous calls for action, science education within the United States is increasingly moving toward student-centered instructional models that emphasize science as a process and phenomena-based learning. In turn, this shift in instructional practice is driving the need for classroom-tested curricula that develop students' science process skills and engage students in authentic science learning. In this article, we present a set of materials that were used to deliver inquiry-based science instruction for middle school students exploring the impact of contaminants of emerging concern (CECs) on human health. Using the highly adaptable zebrafish model organism (Danio rerio), our activities guide students through the process of asking a scientific question, developing and testing a hypothesis, and using evidence to draw conclusions. Finally, we provide recommendations for implementation based on our experience with both in-classroom and distance learning modes of implementation.

Annika Gehl and Seth K. Thompson "Exploring Contaminants of Emerging Concern Using Student-Centered Inquiry Experiences with Zebrafish (Danio rerio) as a Model Organism," The American Biology Teacher 85(4), 197-202, (9 May 2023). https://doi.org/10.1525/abt.2023.85.4.197
Published: 9 May 2023
JOURNAL ARTICLE
6 PAGES

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KEYWORDS
5E model
contaminants of emerging concern
research in classroom
science instructional model
Student-centered inquiry
student-centered instruction
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