Students Apply RIP Critical Thinking and Science Practices to Oil Spill Solutions

Learning content that is real-world relevant and uses the four STEM areas (science, technology, engineering, and mathematics) can be a motivating force for elementary and secondary students. This is what students RIP~ing away at oil spill clean-up solutions have been doing using ANOVA Science’s Research Investigation Process or “RIP” scientific inquiry-based critical thinking model.

Honolulu, HI (PRWEB) August 31, 2010

ANOVA Science Education Corporation’s (ANOVA Science; http://www.anovascience.com) Research Investigation Process (RIP ®) is captivating student interest in tackling engineering and science-related global problems by providing opportunities for exploration of real global issues in school, such as oil spills. This real-to-life experience is assisting these students and their teachers in achieving at young ages two of the goals of science education espoused by the National Science Education Standards: “Experience the richness and excitement of knowing about and understanding the natural world” and “Engage intelligently in public discourse and debate about matters of scientific and technological concern.”

Examples of this use of scientific inquiry-based instruction are teacher Melissa Miller’s 7th grade classes at Kirtland Middle School of the Central Consolidated School District in New Mexico and teacher Lori LoRusso’s Kahala Elementary School kindergarten classes in Honolulu, Hawaii. These students learn concepts connected to STEM (science, technology, engineering, and mathematics) fields as they examine the consequences of classroom oil spill models that they have created and explore, test, and evaluate possible solutions for cleaning them up.

The Kirtland students began their inquiry just days prior to the BP explosion that led to the latest US oil disaster using historical documentation of previous oil spills for environmental impact information. Their objective was to use the process of scientific inquiry to compare the effectiveness of two methods, skimming and absorption, for cleaning up spilled oil floating on the top of the water and among the rocks and sand in their shoreline models.

The RIP design also aligns well with the National Science Education Standards’ emphasis on using resources beyond the text book to capture content knowledge that is time-relevant to the students’ investigation. This inquiry-based instructional strategy stimulated student interest from the start. Melissa Miller’s 7th grader RIP inquiry began with a video of a past oil spill. However, the timeliness of the media flux about the BP/Deepwater Horizon explosion and resulting oil spill further heightened the interest of her students. “Student interest skyrocketed with the breaking of the BP news and even my most challenged learners were captivated with their task,” described Ms. Miller.

The story of the Exxon Valdez oil spill in pictures and stories served as the background that launched Ms. Morris’s kindergarten research investigation. Her students used various tools that they chose to test the hypothesis that one of them would work the best to clean up an oil spill. According to Ms. LoRusso, “As educators, we try to make learning relevant for the students. Students are motivated to learn when they see a correlation between what is taught in the classroom and the other aspects of their lives. This lesson was meaningful. It seemed to be torn from the headlines. My students were so excited to be ‘scientists’ and to be a part of trying to find the best solution to clean up an oil spill, I don't think they realized they were learning science, math, and all those other ‘boring' subjects." Ms. LoRusso’s students continued on after they completed their investigation, designing and building models of oil clean-up solutions based on what they learned in their scientific investigation.

And this application of critical thinking to real-life issues while learning academic content might serve the students well in the future. “Since my students were informed about oil spills and conducted an oil spill investigation in kindergarten, they are probably reacting to the BP oil spill in the Gulf of Mexico with a deeper understanding of the situation, including the ramifications it has on the environment and the challenges faced when trying to clean up such a spill,” explained Ms. LoRusso.

The entire detailed description of these classroom inquiries can be viewed at kindergarten RIP inquiry and 7th grade RIP inquiry.

“The RIP model of learning supports the 21st century practice of bringing real life situations and events into the classroom to serve as the framework for the curriculum, comments Dr. Robert Landsman, President of ANOVA Science. “Content that is real world with real consequences stimulates student interest and initiates ownership of the learning.”

RIP is a trademark or registered trademark and service mark or registered service mark, of ANOVA Science Education Corporation, ANOVA Science Publishing, and Dr. Robert Landsman in the U.S. and/or other countries. ANOVA Science Education Corporation assists schools in implementing scientific research-based science education programs, providing students with critical thinking and decision-making tools for life-long learning skills that support economic growth and the maintenance of security in the USA. As sole distributor of products and services associated with the Research Investigation Process (RIP ®) inquiry-based science education program for K-12 schools, the contribution of ANOVA Science's vision toward the nation's movement for science education reform has been recognized and is well received by national and state education organizations. ANOVA Science's activities and services include professional development workshops, seminars and projects; teacher coaching and mentoring; curriculum development addressing state and national standards; and publishing education materials available online at http://www.anovascience.com or http://www.ScientificInquiry.com.

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For the original version on PRWeb visit: http://www.prweb.com/releases/prweb2010/08/prweb4330754.htm