ABSTRACT

Microscopy is not specifically mentioned in the Next Generation Science Standards (NGSS), and consequently secondary education limits its use to learning parts, procedures, and observing fixed specimen slides. However, when alternative approaches (See Section IV in this paper) are encouraged, microscopy provides opportunities for hands-on learning, engagement, use of models, and gaining a sense of size, scale, and hierarchical organisation. This article reviews living organism- and ecosystem-based microscopy originally designed for gifted and talented education, and how it could support the NGSS Life Science Framework. The paper begins with a review of curriculum, then discusses (1) five ongoing microscope applications relevant to the NGSS, including mini-ponds modelling ecosystem-organism functions; (2) data from pre- and post-testing as a measure of comprehensive learning; and, (3) a culminating communication project/exhibit on pond life, environmental conditions, and pollution effects.

摘要

下一代科学标准 (NGSS) 中没有特别提及显微镜，因此中等教育将其使用限制为学习部件、程序和观察固定的标本载玻片。然而，当鼓励替代方法（见本文第四部分）时，显微镜为动手学习、参与、使用模型以及获得大小、规模和层次结构的感觉提供了机会。本文回顾了最初为天才教育而设计的基于生物体和生态系统的显微镜，以及它如何支持 NGSS 生命科学框架。该论文首先回顾了课程，然后讨论了 (1) 与 NGSS 相关的五个正在进行的显微镜应用，包括模拟生态系统-有机体功能的迷你池塘；(2) 前测和后测的数据，作为综合学习的衡量标准；(3) 一个关于池塘生活、环境条件和污染影响的最终交流项目/展览。