Integrating Research and Education Biocomplexity Investigators Explore the Possibilities: Summary of a Workshop (2003) / Chapter Skim
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Appendix D: Assessment and Evaluation Data on Case Study Projects
Appendix D: Assessment and Evaluation Data on Case Study Projects
Pages 53-65
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CASE STUDY 2, BEN VAN DER PLUIlM, GLOBAL CHANGE PROGRAM, UNIVERSITY OF MICHIGAN Below are data from the end-of-semester survey administered tO Global Change I students in fall 1999.
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ArcView has helped me understand Global Change concepts and principles. I feel confident in my ability to use ArcView tO construct models.
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2. The links from the Global Change website to other internet websites have provided me with helpfi information.
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htmg We reach out to the K-12 community through Ecology Explorers, a program that aims to: develop and implement a schoolyard ecology program where students collect data similar to Central Arizona-Phoenix Long Term Ecological Research Project (CAP LTER) data, enter results into our database, share data with other schools, and develop hypotheses and experiments to explain their findings; improve science literacy by exposing students and teachers to real research conducted by university-level scientists; enhance teachers' capabilities to design lessons and activities that use seientific inquiry and encourage interest in science; provide access to and promote the use of CAP LTER materials and information; encourage collaboration between CAP LTER researchers and the K-12 community; provide 5
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Teachers consistently reported that the reason they like this program is the integration of real research projects into their curriculum and the support they receive from CAP LTER staff. Participating teachers have applauded Ecology Explorers for the following attributes: "Authentic
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Through informal discussions with teachers, we know that they have a better understanding of ecological research, students' enthusiasm for projects exceeded expectations, students felt projects were important because of the ASU connection and were willing to put in extra effort to carry out the projects, more parents were involved than anticipated, and workshops/internships were valuable and enhanced their ability to teach science. Teacher's have also reported that students' math abilities improved as a result of participating in Ecology Explorers.
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59 c ~ so be ¢ be cd c)
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aligning of field experiences with teachers' interests; (3) involving teachers in meaningfill ways in the PIs research projects; and (4)
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At the exhibit, visitors will learn how to forecast the weather over the next few hours using different levels of technology, including naked eye observations, data from weather maps, and real-time images from space satellites and ground radar stations. Programs for Stuclents and Teachers will help this important group of visitors make effective use of the exhibition, and extend the field trip by using the interactive website described below.
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Other partners include TERC in Cambridge, with responsibility for developing the website, AER, Inc. will provide real-time analysis and display of satellite images to simplify interpretation, Blue Hill Meteorological Observatory will serve as one site for teacher education, and Selinda Research Associates, will conduct an independent evaluation of the project.
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How can this component be improved so that more visitors will be able to be more successful? Throughout the formative evaluation process, findings will be quickly communicated to the project team so that changes can be made to the prototype units.
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From page 65... ...
. Data will be gathered and analyzed, and a written evaluation report submitted to the project team and the National Science Foundation.
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