Science,+Technology,+and+Young+Adult+Literature

Clemmons and Sheehy (2011) have three examples of literature that is targeted towards young adults that can be used to engage students in critcall thinking skills. they feel that the merit in this approach lies in the fact that it "allows teachers to address what students know about themselves, the science subject matter, and the world around them." (p 42) The teacher can choose from a wide range of "formative and summative measurement, and a range of individual or group assessments." (p. 45) whatever best suits the needs of the students and the goal of the teacher.

The first book they introduce is //The Carbon Diaries 2015// by Saci Llyod. While reading this book they suggest that students will be able to use their critical thinking skill of application by keeping a diary of their daily activities that leaves a carbon footprint. Then using an on-line resource find out resources are needed to sustain their carbon footprint at this time. Then engaging in a collaboritive project, students create an extensive list of least to most carbon impact. The final project, as suggested by Clemmons and Sheehy, asks students to investigate solutions for climate change. (p 42-43)

While //Blue Water, Blue Island// by Michael Barbour is not marketed towards young adults, Clemmons and Sheehy feel that this book can be easily used for a PBL (project based learning) activity using a driving question as utilized by the Buck Institute for Education's framework for PBL's. Students are encouraged not only to use on-line sources but to find ways to contact experts in the field of oceanography. Through the daily work and other research students are then challenged to come up with a solution. In order to make it like real world expereince, the students are then asked to present their information as if they were trying to convince others that their project is the project to be funded. (p. 43-44)

The last book chosen is Eric' Campbell's //The Place of Lions//. The project for this book would focus on the food web, and specifically looking at Africa. They suggest that students then choose an African animal to place into another environment and predict that animals effect on the native species of the new environment. Through this students would need to support their predictions and illustrated the changes through graphs and charts to show the change over time.

They acknowledge that creating these educational experiences for students is time consuming. However they point out students will "build literacy, develop critical thinking, connect with technology, and prepare for the varied demands and modern literacies of our changing world." (p. 45)