Print PageRecently multiple reports and studies have highlighted a need to improve science education for K-12 students (e.g. NRC 2007, PISA 2006). One way to address this is through professional development opportunities for teachers offered by scientists and science educators. Through funds provided by a recent NSF grant focused on the ecology and evolution of C4 grasses, University of Illinois biology graduate students in collaboration with a science educator organized the first of a recurring 3-day summer institute for 6-12 grade teachers to incorporate research-based learning activities in their teaching. The course used a combination of presentations and laboratory investigations, followed by a series of activities where teachers developed their own instructional materials. The goals of the program were to build on core ecosystem concepts through current research; develop a framework for engaging students in critical thinking and active learning about ecology; provide dynamic educational tools, lesson ideas, and online resources from the workshop; and build bridges between science educators, scientists, and students. Through surveys, we determined if the workshop was effective in increasing the quality of science education through active learning in the classrooms of participating teachers.
Results/Conclusions
Teachers were surveyed at the end of each day to assess how useful they found each activity module and the likelihood of using it in their classrooms. Our results indicate that the teachers intend to use many of our activities in their classrooms. 100% of the teachers polled suggested that they would use the module “Science and the Media” which examines the quality of various news sources’ coverage of the 2007 IPCC report. One reported that it is “applicable to every science class and could be used in any subject.” More than 80% will use the module “Scales and Patterns” which guides students through interpreting historic and modern climate data. Several teachers also commented that the most useful part of the workshop was interacting with scientists and graduate students who are experts in the subject areas. However, teachers indicated that the modules would benefit from adding more raw scientific data for the students to manipulate. Based on this feedback, we have revised our paleoecology module to include additional primary data and present it here. In order to further increase integration of cutting-edge science into classrooms, we plan to incorporate our findings into future educational outreach programs.
