PS 9-77
From krummholz to classroom: supporting student success with university, community and public school partnerships
In this environmental education experience, student success in a 5th grade classroom was documented before, during, and after an NSF GK-12 partnership of the teacher with a graduate student scientist. In 2012-2013, the scientist spent 4-5 hours weekly in the classroom, helping the teacher implement science activities. Students learned from the graduate student’s research on climate change in the alpine tundra. Guided by the graduate student scientist, students collaborated in writing a research proposal for a grant to support their science learning. The teacher visited the graduate student’s field site at the onset of the partnership in July 2012 and returned to work in the field in July 2013. In 2013-2014 the teacher engaged students in scientific research focusing on gardens as ecosystems. Their project included similar methods and tools to those used by the graduate student and teacher to study the alpine tundra during summer 2013. Most of these students had worked with the graduate student scientist as fourth graders in 2012-13. Through both years, students were engaged in quality science activities supporting the NGSS standards. Class size and student background were similar in each year.
Results/Conclusions
Student success was measured by classroom grades on individual assignments and report cards. State standardized tests are used as a factor of student success too. Results show students performed much better on unit tests and report cards after being involved in the GK-12 program. On a unit about experimental design, students before the GK-12 program scored 49% advanced, 29% satisfactory and 25% below average, while students who had been in GK-12 activities for 2012-2013 scored 58% advanced, 32% satisfactory and 11% below average. Students who had been involved in GK-12 activities in 2012-2013 and similar activities in 2013-2104 scored 69% advanced, 30% satisfactory and only 3% below average on a similar experimental design unit. Another trend demonstrates an increase in student report card grades after being involved in GK-12. Before GK-12, students reported science grades of 58% advanced, 42% satisfactory and 0% below average in the first trimester while after two years with a GK-12 teacher, students show 70% advanced, 25% satisfactory and 5% below average. Report card marks also reveal an increase of 10% in effort marks. Teacher conclusions hint to students being engaged in high quality, well rounded yet demanding activities through GK-12.