It's Not You. It's Me. Taking Responsibility for Chaperone Engagement During Nature Center Field Trips
Published in Legacy
In It's Not You. It's Me, GFP student Melissa Sabo examines chaperone engagement during nature center field trips.
Published in the Ohio Journal of Teacher Education
In Assessing and Overcoming the Barriers Impeding Inquiry Based Education, GFP student Kaitlin Shurts assesses the relationship between teachers' conceptions of inquiry and the number of perceived inquiry barriers and recommends the use of professional development opportunities to help teachers overcome the barriers of inquiry.
Published in the Animal Keepers' Forum
In Environmental Rewards Points? Examining the Palm Oil Crisis and Brainstorming for Change, GFP graduate Chelsea Weaver examines the palm oil crisis.
Published in the IZE Journal
After exploring open- and close-ended questions between docents and visitors at Woodland Park Zoo in the context of inquiry, AIP graduate Kathryn Marcussen shares her findings in The Nature of Interaction Between Zoo Docents and Visitors and the Use of Inquiry. Marcussen found that the process of engaging in improved questioning can lead conversations between docents and visitors to a greater level of inquiry.
Published in Green Teacher
In "Role-Playing, Inquiry and the Food Chain" GFP student Autumn Doss integrates drama to encourage elementary students' engagement in environmental science. Her goal was for students to identify a health food chain in the North Pacific Ocean. Through play-acting, students were able to use inquiry methods to demonstrate important science concepts.