What are the strengths of your TrackStar in terms of promoting content learning and information literacy?
I have incorporated a topic that I think may be of interest to middle school students. The All American Soap Box Derby has particular age requirements, and middle school students are perfect participants as they want to experience new things and most are anxiously looking forward to driving. While non-motorized, Derby cars are driving! It is understood that students who are engaged in the topic will put more effort into the research and are more likely to retain information.
How does your TrackStar differ from typical classroom research projects and how it better prepare students for research in the workplace.
If students were assigned a research paper on the All-American Soap Box Derby, many students, particular those who were in Boy Scouts, would think of the derby car races of that program and would rely on those resources that they have at home, or from their own knowledge. By clearly leading students to the AASBD site and having them verify cridentials they are learning that they need to examine information carefully. What is obvious, may not be true.
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