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.
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April 2023
Research Article|
April 01 2023
Exploring Contaminants of Emerging Concern Using Student-Centered Inquiry Experiences with Zebrafish (Danio rerio) as a Model Organism
Annika Gehl,
ANNIKA GEHL is a graduate student in the Department of Environmental and Molecular Toxicology at Oregon State University College of Agricultural Sciences and was an undergraduate student in the College of Biological Sciences at the University of Minnesota Twin Cities when this work was implemented.
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Seth K. Thompson
SETH K. THOMPSON is director of outreach at the University of Minnesota Twin Cities, College of Biological Sciences.
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The American Biology Teacher (2023) 85 (4): 197–202.
Citation
Annika Gehl, 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 1 April 2023; 85 (4): 197–202. doi: https://doi.org/10.1525/abt.2023.85.4.197
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