Meeting Abstract

P2.51  Wednesday, Jan. 5  A model of estuary flow and biology for the high school marine science classroom CHAN, K.Y.K.*; GRŰNBAUM, D.; Univ. of Washington; Univ. of Washington kychan@uw.edu

The National Science Education Standard has highlighted the importance of active learning and fuller reflection of contemporary scientific methods in K-12 classrooms. Computer modeling and visualization are tools that researchers frequently employ in their scientific inquiry process. However, computer models are rarely incorporated into high school classrooms. Computer simulations available online are often criticized for being repetitive and failing to facilitate interactions amongst students. Working with high school teachers and GK-12 fellows, we are developing and field testing a module that includes group-based hands-on activities, computer modeling and student-led discussions for high school marine science classrooms. In this module, students are introduced to concepts of salinity and density-driven currents and are asked to make predictions about large scale flow patterns in an estuary. Students explore the diurnal, seasonal and inter-annual variations in estuarine circulation using a hydrodynamic model, and are then required to apply their newly acquired knowledge in a case study of retention of crab larvae within the estuary. Groups of students collect and graphically present data generated by the hydrodynamic model on how timing and location of larval release affects number of individuals retained. This computer modeling module aligns with state and national science standards in terms of content. It also provides students with hands-on experience using numerical simulations to generate and test hypotheses, so that high school classrooms better emulate and simulate students’ interests in real-world scientific research.