The author of this article has involved students in a long-term watershed study, the purpose of which is to encourage interest in scientific inquiry and protection of the local environment. To determine the effect of the watershed study on learning of scientific inquiry, a nationally normed assessment instrument was used to compare students involved in the watershed study with students doing a related indoor lab from a published lab manual.
Details
Type Journal ArticlePub Date 1/1/2014Stock # jcst14_043_03_18Volume 043Issue 03