POWER OF STORY REFERENCES
1 Bybee R (1993) An instructional model
for science education, Developing Biological Literacy. Colorado
Springs: Biological Science Curriculum Study.
2 Pearsall NR, Skipper JJ, Mintzes JJ (1997) Knowledge restructuring
in the life sciences: a longitudinal study of conceptual change
in biology. Science Education 81:193-215; Novak JD (2002) Meaningful
learning: the essential factor for conceptual change in limited
or inappropriate propositional hierarchies leading to empowerment
of learners. Science Education 86:548-571
3 Software for concept mapping available online:
Inspiration Software - $70 – can build map by constructing
an outline or vice versa which is especially helpful if students
need to convert visual to an essay or vice versa, provides many
useful templates such as “problem-solving”, plus other
nice features http://www.inspiration.com/home.cfm and/or,
CMP at Institute for Human Machine Cognition at University of
West Florida - free for nonprofit use – basic mapping http://cmap.coginst.uwf.edu
4 There are several ways to do “pair-and-share”. In
basic “pair-and-share”, students pair and work on a
question together for 1-2 minutes, with the understanding that
one of them may have to report subsequently to “the group
as a whole”. In the first or training stage, which may benefit
by several trials, students individually write their answer, then
pair and share. Other versions can provide variety and add to skill
development; for example: “power of two” (students
write answer individually, pair and share, then create a new answer
that improves on their individual answers) and “explainer-listener” (students
read same article or answer same question individually, then pair
with one person explaining and other can only ask questions for
clarification or to obtain correct answer).
5 Niemela P, Mattson WJ (1996) Invasion of North American forests
by European phytophagous insects. BioScience 46:741-753 [“European
biota may be much better competitors, especially under disturbance
and fragmented conditions, than their North American counterparts.”]
6 Terborgh J (1992) Why American songbirds are vanishing. Scientific
American (May) p. 98-104. [Engaging article that considers various
hypotheses, summarizes data, and indicates complexities clearly.
Reports since 1992 for USA (and Europe) indicate continuing decline.]
7 There are many versions of group quizzes. The most common version
is that students first take the quiz individually then work on
it in a team. The student’s grade is a combination of the
individual grade and the team grade. The advantages are that students
have to articulate their knowledge and ideas to others and they
have to cooperate (prepare properly and participate in discussion
) to maximize their own and the group’s success.
8 Hendrix PF, Bohlen PJ (2002) Exotic earthworm invasions in North
America: Ecological and policy implications. BioScience 52:801-811;
Bohlen PJ, Groffman PM, Fahey TJ, Fisk MC, Suarez E, Pelletier
DM, Fahey RT (2004) Ecosystem consequences of exotic earthworm
invasion of north temperate forests. Ecosystems 7:1-12 [Summary
of a set of research papers in that volume. Too early to have a
clear picture of what the outcome of earthworm invasion will be,
but large effects are quite likely.]
http://www.ecostudies.org/research/reports/grofrep2.html
http://www.cals.cornell.edu/cals/CALS_News/v6i9/earthworm.html
10 Wilson EO (2002) The power of story. American Educator 28
(spring):8-11
11 Odum EP (1992) Great ideas in ecology for the 1990s. BioScience
42:542-545
12 Sinclair ARE (2003) Mammal population regulation, keystone
processes and ecosystem dynamics. Philosophical Transactions of
the Royal Society of London Series B 358:1729-1740
Eastern deciduous forest: Lyme
disease, masting, and gypsy moths
Eastern deciduous forest: Mutualisms
and nutrient cycling
Outlines for Eastern deciduous forest material
References for Power of Story examples
Sample concept maps
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The
Ecosystem