Skilled scientists in all fields of study are critically needed to begin resolving ecological problems resulting from human impact. Time is an essential element in creating a proper conceptual foundation and training should begin early in a student’s education. As of 2010, the California State Standards for Science for grades six through eight do not sufficiently address the importance of inquiry-based studies, limiting the scope of possibilities in public education. Studies show that middle school students build a deeper understanding of conceptual science and its application if they have opportunities to apply their knowledge through empirical activities. Multiple benefits, both academic and social, arise when lab activities reinforce scientific principles. A student survey in a Marin County, California public middle school revealed that students learn science concepts best, and prefer experiential activities, to other teaching methods.
","abstract_html":"<p>Skilled scientists in all fields of study are critically needed to begin resolving ecological problems resulting from human impact. Time is an essential element in creating a proper conceptual foundation and training should begin early in a student’s education. As of 2010, the California State Standards for Science for grades six through eight do not sufficiently address the importance of inquiry-based studies, limiting the scope of possibilities in public education. Studies show that middle school students build a deeper understanding of conceptual science and its application if they have opportunities to apply their knowledge through empirical activities. Multiple benefits, both academic and social, arise when lab activities reinforce scientific principles. A student survey in a Marin County, California public middle school revealed that students learn science concepts best, and prefer experiential activities, to other teaching methods.</p>","abstract_has_math":false,"creators":["Thompson, Gretchen L."],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Madalienne F. Peters, EdD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-05-01T07:00:00Z","date_published":"2010-05-01T07:00:00Z","updated_at":"2026-07-24T02:04:28Z","subjects":["Environmental Education","STEM","Elementary Education","Environment and Sustainability","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/masters-theses/117","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madalienne F. Peters, EdD"]},{"key":"dc:creator","label":"Author","values":["Thompson, Gretchen L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Environmental Education","STEM","Elementary Education","Environment and Sustainability","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/masters-theses/117"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Skilled scientists in all fields of study are critically needed to begin resolving ecological problems resulting from human impact. Time is an essential element in creating a proper conceptual foundation and training should begin early in a student’s education. As of 2010, the California State Standards for Science for grades six through eight do not sufficiently address the importance of inquiry-based studies, limiting the scope of possibilities in public education. Studies show that middle school students build a deeper understanding of conceptual science and its application if they have opportunities to apply their knowledge through empirical activities. Multiple benefits, both academic and social, arise when lab activities reinforce scientific principles. A student survey in a Marin County, California public middle school revealed that students learn science concepts best, and prefer experiential activities, to other teaching methods.
"]},{"key":"dc:title","label":"Title","values":["Preparing California Public Middle School Students For Scientific Inquiry into Environmental Issues"]}]}],"canonical_facts":{"dc:contributor":["Madalienne F. Peters, EdD"],"dc:creator":["Thompson, Gretchen L."],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["Skilled scientists in all fields of study are critically needed to begin resolving ecological problems resulting from human impact. Time is an essential element in creating a proper conceptual foundation and training should begin early in a student’s education. As of 2010, the California State Standards for Science for grades six through eight do not sufficiently address the importance of inquiry-based studies, limiting the scope of possibilities in public education. Studies show that middle school students build a deeper understanding of conceptual science and its application if they have opportunities to apply their knowledge through empirical activities. Multiple benefits, both academic and social, arise when lab activities reinforce scientific principles. A student survey in a Marin County, California public middle school revealed that students learn science concepts best, and prefer experiential activities, to other teaching methods.
"],"dc:identifier":["https://scholar.dominican.edu/masters-theses/117"],"dc:subject":["Environmental Education","STEM","Elementary Education","Environment and Sustainability","Education"],"dc:title":["Preparing California Public Middle School Students For Scientific Inquiry into Environmental Issues"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:04:28Z"}