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Appendix IV.C. 



Title: World of Water Program 



Issue: How can middle school students engage in the rigorous and effective study of mathematics, 

 science, and computers while having fun? 



Relevance: Much of the American adult populahon has negative attitudes towards learning science and 

 mathematics which has lead to scientific and technological iUiteracy and behaviors that threaten our 

 environment. 



Background and Approach: Middle school students participated in a residential program at the 

 University of South Florida for 2 weeks. Community resources pertaining to water were used to illustrate 

 the interpretation of mathematics, science, technology, and society to preserve the environment. Basic 

 mathematics and science concepts were studied on a need-to-know basis as they arose during inquiries in 

 different environments (e.g. the physics of sailing, the chemistry of the oceanarium at EPCOT, the 

 biologicctl and chemical processes in sewage treatment at a tertiary plant). 



Exploring mud flats and snorkeling enabled students to collect data about organisms in their natural 

 habitats. Things as diverse as mariculture, hurricanes, regulations regarding turtles and fisheries, and 

 beaching of whales, the scarring of manatees, and water-related entertainment contributed to 

 understanding the impact of ocecinography on Florida's economy. 



Partners: College of Education at the University of South Florida, several other colleges at the University 

 of South Florida, Florida State Legislature, Florida Department of Education, Florida Department of 

 Natxiral Resources, Florida Institute of Oceanography; Red Cross, Tampa Bay Port Authority, Florida 

 Phosphate Council, IBM, GTE, Hooker Point Waste Water Treatment Plant, local TV station, local 

 newspaper, all the K-12 school districts in Florida, private sailboat owners, county parks/departments. 



Motivating Factor Partners perceive themselves to be stakeholders in improving education locally and it 

 was good publicity for everyone involved. 



Products: Activities that teachers could perform with their own classes during the year, contacts with the 

 oceanographic conununity, a model for transdisciplinary education, a model for collaborative 

 management in schools. 



Impact or Benefit For 9 years the program served to motivate students to perform well in regular schools 

 so they would be successful candidates for the World of Water Program. Teachers had opportunities to 

 turn theory into practice. Research on the program generated a model for middle school education. 

 Many participants in the program have become science majors eind have expressed new-found concern 

 for the marine environment 



Lessons Learned: The key to success in learning is developing a teaching/learning environment which 

 learners perceive to be risk free, therefore encoiuaging them to take the intellectual risks necessary for 

 creative concept building. This model has been extrapolated to audiences from elementary schools to 

 graduate schools. Discovering ways to work with a multihide of diverse organizations toward a common 

 goal wcis another profitable lesson. 



