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Determining the willingness to pay for ecosystem service restoration in a degraded coastal watershed: A ninth grade investigation

Author:
Nicosia, Kristina, Daaram, Suhrudh, Edelman, Ben, Gedrich, Lev, He, Eric, McNeilly, Sarah, Shenoy, Vishnu, Velagapudi, Akhil, Wu, Walter, Zhang, Luna, Barvalia, Aneri, Bokka, Veena, Chan, Brian, Chiu, Jennifer, Dhulipalla, Sai, Hernandez, Victoria, Jeon, Jenny, Kanukollu, Pranav, Kravets, Pearl, Mantha, Amrita, Miranda, Colin, Nigam, Vishan, Patel, Meghnee, Praveen, Sam, Sang, Thomas, Upadhyay, Shruti, Varma, Tanvee, Xu, Camilla, Yalamanchi, Bhavish, Zharova, Masha, Zheng, Allen, Verma, Rashika, Vasslides, James, Manderson, John, Jordan, Rebecca, Gray, Steven
Source:
Ecological economics 2014 v.104 pp. 145-151
ISSN:
0921-8009
Subject:
curriculum, decision making, ecosystem services, education programs, learning, science education, social sciences, students, teachers, watersheds, willingness to pay
Abstract:
Over the course of a school year, a high school biology class and a local watershed partnership worked together to design a study to determine the willingness to pay for ecosystem service restoration in a local degraded watershed. With research control given to the teacher and her classroom as part of their in-class honors biology curriculum, the result was a student designed/written, and professionally structured, research manuscript. The aim of this collaboration was to: (1) integrate quantitative social science into the K–12 science curriculum to foster learning about the nature of social science investigation in a real world context; (2) create a community-based science partnership; and (3) generate social science data useful for decision-making that could withstand scientific peer review. In this commentary, we present the written product of the classrooms' work to illustrate the type of information that can be generated by a participatory science education program, along with a reflection from the students and project researchers about opportunities and barriers to conducting authentic social science research in K–12 classrooms.
Agid:
6362322