She said the learning approach was important because it revealed ways to not only take in scientific data, but to share the results with a community, too.
“One of the biggest things I’m taking away is looking at scientific studies from different disciplines,” Sciole said. “Instead of doing a summary, I’ll now ask how this issue affects things like the economic community, the scientific community and the environmental community. This taught us how to have students do that, too.”
The three attending teachers also said they’d like to share what they’ve learned with other teachers at their schools, with hopes of incorporating some of the discipline-crossing teaching methods, something Sciole called “21st Century skills.”
“It is definitely on my docket to share and discuss this with my colleagues,” she said. “There are numerous ways to teach and relate to kids. We can’t give them all of the answers, but we can teach them how to navigate to find those answers themselves.”