Experiential and Real-World Learning for Teachers in the Billion Oyster Project and Curriculum and Community Enterprise (BOP-CCERS) for the Restoration of New York Harbor with New York City Public Schools Program

Lauren B. Birney, Joyce Kong, Brian R. Evans, Samantha Ceritelli, Macey Danker

Abstract


The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with
New York City Public Schools (BOP-CCERS) seeks to integrate harbor restoration activities with science teachers in
order to provide their students with experiential learning through environmental impact in New York City with the
vision that public school students in New York City can benefit from environmental science and experiential learning
work through authentic research, data collection, and experimentation. The purpose is to engage science teachers with
experiential learning opportunities in the New York Harbor that helps them create engaging lessons for their own
students. It was found that teachers responded most positively to workshops that included hands-on activities,
specifically the oyster restoration station trainings, classroom oyster tank setups and activities with scientists. Teachers
reported that the BOP-CCERS program prepared them to support student learning of the program content and scientific
research activities. Students who engage in real-world science are more likely to see the relevance of science and see
themselves working toward a career pathway in STEM.


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DOI: https://doi.org/10.5430/jct.v8n4p30

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Journal of Curriculum and Teaching

ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)

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