Methodologies and Results of a Two -Year Project Promoting Integrated Pest Management and Chemical Use Reduction to Promote Science and Improve Health
Abstract
Researchers from three universities worked with multiple 6-12 grade teachers from 2013 to 2015to engage them and their students in developing science projects and learning applied science concepts. These projects focused on integrated pest management (IPM) and chemical use reduction (CUR) in the home. The objectives of the program consisted of increasing awareness about IPM and CUR, and promoted inquiry based leaning, while employing a new model of engagement in the classroom (i.e., liberating structures). Arm 1 of the program first engaged a large group of teachers (i.e., 75) in two-day trainings. A selected group of trained teachers then joined with researchers and trained graduate students to actively engage their 6-12 grade students in the classroom. Arm 2 involved the development and implementation of a more focused 10-day IPM and CUR curriculum to be used in the classroom, along with a 4-hr online training for teachers designed to facilitate its implementation. In an effort to create a balanced and comprehensive experience for those who participated, researchers from graduate science and communication, and K-12 STEM programs composed the project team. This article reports on the methodologies employed, experiences and overall metrics of the program. Recommendations are given to improve the process and the results based on participant experiences. Useful information is provided for those in the field planning to better engage the community and in particular 6-12 grade students in science and health education. Curriculum and other materials (i.e., brochures) are available at no cost online in English and Spanish.
Keywords
Download Options
Introduction
The community plays a vital role in the health and condition of the environment and consequently, the health of mankind. Finding innovative techniques that engage the public in key environmental and health issues will increase community ownership which will lead to greater solutions. This program addressed two important environmental and health related topics of integrated pesticide management (IPM) practices and chemical use reduction (CUR) in the homes with the goal of promoting better indoor air quality, healthier homes and healthier people, using a new model to successfully engage and create shared meaning with participants (i.e., Liberating Structures (LS)). LS consist of variable structures that encourage input from all parties that want to engage on an idea, a problem, or a solution (MacCandless and Lipmanowicz, 2012). LS structures, sometimes altered specifically for the project, encouraged open communication in the project‟s education and outreach objectives with schools, teachers, graduate students and 6-12 grade students and their parents.
The Environmental Protection Agency (EPA) funded this project as a model for other environmental education opportunities and projects. As the main federal agency with oversight on the environment, the EPA‟s goal is not only to set standards for the release and use of chemicals in the environment, but also assisting people in “making informed decisions and taking responsible actions towards the environment‟” they live in (EPA, 2015). The EPA‟s goals addressed educational priorities of “Human Health and the Environment” and “Career Development” in addition to EPA‟s environmental priorities of “Protecting Air Quality” and “Assuring the Safety of Chemicals and Preventing Pollution” (EPA, 2015). The training and engagement of teachers and young students on environmental issues that directly affect human health addressed the educational priorities of “Human Health and the Environment and Career Development”. The shared messages and education on IPM and CUR in the home provided information to current and future generations, and satisfied the environmental priorities of “Protecting Air Quality” and “Assuring the Safety of Chemicals and Preventing Pollution”.
Conclusion
Students that receive early education and training on environmental issues are more likely to choose science careers and become more involved in community environmental issues, and important issues that concern their personal health. For that reason, the project focused on the impressionable ages of 12-17 (Grades 6-12) to build capacity for science, environmental issues, and health through application (i.e., science projects) in Arkansas communities. The development of science projects for the young is crucial for developing critical thinking skills (Thompson, 2011). Although our primary Objective in Arm 1 was to focus on increasing awareness on the environmental topics of IPM and CUR through inquiry based learning (i.e., science projects), the project team discovered that so many K-12 teachers and their students needed increased experience with the scientific method along with opportunities to compete in science fairs in any scientific field of study. Arm 2 allowed us to focus back on IPM and CUR and create a more structured learning format through a 10-day curriculum that included smaller applied projects. Previous projects have shown that students involved in project based curriculums demonstrate greater understanding of science concepts (Harris et al., 2015). Some bias in the program may have existed where more progressive teachers participated in the program to benefit their students and enhance their experiences. This indeed benefited the successful outcomes on this project. However, collaborative projects between Universities and K-12 schools should be encouraged by school districts for all teachers and students to benefit (Shroyer et al., 2007).
For both Arms of the project, implemented activities led to an effective delivery of messages and shared meaning between partners on important concepts expected to better protect the environment and human health (e.g., reduce use of sprays, bombs and foggers in the home, maintaining a clean and dry home, reduce use of personal care products, ventilate while cleaning, and choose less harsh cleaning products for the home), and even on best practices to engage young children on all science topics. With respect to the liberating structures, individuals remember the learning messages because of and in the context of their experiences. Therefore, the method of delivery of environmental education is crucial for retention and action, and in this project we used liberating structures and inquiry based learning through science projects. Success was measured through participation rates, experiences shared through pre and post evaluations, and successes in class, school and regional/university science fairs. Not measured on this project were other long term successes (i.e., creation of more scientists, changes in IM and CUR behaviors in the home). There are plans to promote the curriculum and the 4-hr training through the Arkansas Department of Education, STEM Centers and through the EPA website dedicated to K-12 education.