Slip Slidin’ Away(SSA)

Catherine E. Matthews, University of North Carolina at Greensboro

Terry Tomasek, Elon University

Ann Berry Somers, University of North Carolina at Greensboro

SSA goals

• to increase students’ knowledge of [science] herpetology & to develop students’ competence in collecting, processing, analyzing and communicating scientific data on local reptile and amphibians

• to nurture students’ interest in and enthusiasm for [field] science

• to increase students’ awareness of careers in science [herpetology & field ecology]

• Cohort #1 (Summer 2007 – 5/2008)– 29 students, 14 M, 15 F

• Cohort #2 (Summer 2008 – 5/2009)– 24 new students– 5 returning first year participants (Student

Research Assistants, SRAs)– 29 total students, 15 M, 14 F

• Cohort #3 (Summer 2009 – 5/2010)- 20 new students & 10 SRAs- 30 total students, 14 M, 16 F

• Cohort #4 (Summer 2010)- 11 new students & 5 SRAs- 16 total students, 11 M, 5 F

Participants (9th – 12th Graders)

Aquatic Turtles

Mark & Recapture Study: What types of turtles are found in Fellowship Lake (14 acres) and what is the population estimate for each species?

Box Turtles

Mark & Recapture Study: What is the population estimate of box turtles on the Camp Chestnut Ridge property? Radio telemetry tracking: What is the range of six individual box turtles?

Drift Fences, Coverboards & PVC PipesSnakes, Frogs & Lizards

Woodland Amphibian and Reptile Population Survey: What species of amphibians and reptiles are found on the Camp Chestnut Ridge property?

Vernal Pools & Salamanders

Survey and Certification Designation: Do the wetlands at Camp Chestnut Ridge include vernal pools?

Follow-up Sessions

1. Camp Site: Project follow-up2. Eno River State Park3. NC Herpetological Annual Meeting4. Nearby vernal pool on private property5. NC Natural Museum Reptile & Amphibian Day6. Davidson College visit (Herpetology Lab & Field Station)

Implications for Science Education

Engage students in long-term field science projects involving extended time in the field to develop place-based and situational knowledge that leads to investigative inquiry questions– Preliminary site visit– Initial data collection– Trying out new research techniques– Informal and formal interactions with experts in the field– Reading primary research literature

Exploratory data analysis– Support discourse among students– Emphasize data interpretation and scientific

argumentation

Provide students with the opportunity to develop and be a part of networks of relationships– Becoming experts– Being experts

More Implications for Science Education