Using Virtual Visits to Explore Our National Parks

A project-based learning unit integrates design thinking to engage students in addressing challenges facing our national parks.

By Karisa Schwanekamp

Edutopia

October 25, 2024

In “Using Virtual Visits to Explore Our National Parks,” Karisa Schwanekamp highlights an innovative project-based learning (PBL) unit that leverages virtual tours to bring real-world challenges facing national parks into the classroom, engaging students in STEM while fostering environmental awareness. Through Expeditions in Education, students can connect with park rangers via virtual experiences, such as Zoom calls, to learn about specific parks and their issues. Schwanekamp’s students engaged with Ranger Jen, who introduced them to the National Mall and shared a critical problem affecting the Tidal Basin’s cherry trees in Washington, D.C. The project’s real-world context helped students feel connected to their learning, inspiring a deeper commitment to problem-solving.

The PBL process Schwanekamp describes follows the design thinking model, beginning with empathy. Students first learned about the environmental issues through a live discussion with the park ranger, understanding the cherry trees’ plight caused by flooding and salt exposure. They then defined the problem by researching the Tidal Basin, enabling them to clearly articulate the challenge. In the ideation phase, students worked both individually and in groups to brainstorm a variety of potential solutions, such as diverting water into the Washington Channel to alleviate high tide impact.

Students advanced to prototyping, using recycled materials to construct models that could simulate their solutions. Schwanekamp guided students to view these prototypes as preliminary drafts, emphasizing that teamwork and simplicity were essential. They tested these prototypes with classmates and refined their ideas based on feedback from both peers and Ranger Jen, fostering an iterative process of improvement. Testing revealed both strengths and areas needing revision, such as the durability of materials, prompting some groups to start anew or modify designs significantly.

In the final communication phase, Schwanekamp arranged for students to present their projects to an authentic audience, including the National Mall superintendent and several rangers. This opportunity allowed students to convey their innovative ideas to influential figures, reinforcing the importance of their contributions and boosting their confidence. Students were struck by the opportunity to impact a real-world issue and realized that their ideas could make a difference.

Schwanekamp concludes by reflecting on the profound impact of this project on her students. The process, which allowed students to address tangible issues while using STEM skills, highlighted the importance of hands-on, authentic learning experiences. Students expressed newfound beliefs in their ability to contribute to the world, transcending traditional learning measures. Schwanekamp’s project demonstrates how virtual experiences and design thinking can be instrumental in empowering students and providing meaningful educational outcomes.

Source: Schwanekamp, Karisa. "Using Virtual Visits to Explore Our National Parks." Edutopia, October 25, 2024. https://www.edutopia.org/article/using-virtual-visits-explore-our-national-parks.

Original Article

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Prepared with the assistance of AI software

OpenAI. (2024). ChatGPT (4) [Large language model]. https://chat.openai.com