In this article, researchers from Ohio State University discuss evaluation methods and findings of a study of the Old Woman Creek school visitor program. Researchers evaluated changes in knowledge, shifts in attitude, and enjoyment levels of the visiting schoolchildren.
Plantations, the botanical garden and arboretum of Cornell University, is developing a model program of informal education for elementary (K-5) school children. Project LEAP, Learning About Plants, will integrate the academic resources of Cornell University and the informal setting of its botanic gardens with the teaching of mathematics and science in local elementary schools. The project contains five components: 1) a conceptually-based curriculum of biology, ecology and agriculture which will include some components of SCIS (Science Curriculum Improvement Study) and OBIS (Outdoor Biology Instructional Strategies); 2) a teacher training workshop to stimulate curriculum integration and modification; 3) multiple two-year visits between Plantations and local schools providing children with direct experience with plants and animals; 4) a quantitative program of curriculum development and evaluation based on learning theory; and 5) a plan for dissemination of the structure and instructional contents of this program. Because children will experience LEAP over a period of years, the complex and meaningful learning of concepts in science will be achieved in the earliest years of a child's education. Because LEAP is being designed to become a model program applicable to many institutions of informal education, two publications will be produced: a notebook which describes the overall structure of the program, and a handbook for teachers which presents the individual lessons of the curriculum and the theoretical background supporting the choice of curriculum material. The notebook will distinguish those elements of the program peculiar to Cornell and Plantations, and mechanisms through which the program can be adapted to other institutions. The project is being split-funded by the Instructional Materials Development and Informal Science Education Programs.
The Mississippi Museum of Natural Science (MMNS) will develop a program over the next two years aimed at teachers and students in grades 3-7. The project will develop teacher kits and "hands-on" exhibits tied to the new state curriculum and to the science television series "3-2-1 Contact". The MMNS is a division of the Mississippi Department of Wildlife Conservation and is designated as the official natural science museum by the State Legislature. The Museum has been in operation for 50 years and, since its inception, has served as a resource for classroom teachers. Mississippi has approximately 500,000 public school students attending about 1,000 schools. One third of these children are considered to live below the poverty level and 50 percent are from minority groups--a priority for the NSF. The MMNS has had success with a small pilot project which coordinates science concepts taught in the television series "3-2-1 Contact" with exhibit programs at the Museum. Over the next two years MMNS will expand their "hands-on" exhibits and develop science kits for use in the classroom in coordination with the new state curriculum and the television series. The kits will include museum objects, suggested activities and a teacher's guide. During the first year a series of "Contact Days" will be held with teachers and students across the state to develop and test the effectiveness of the project along with a lecture program by minority and women scientists. During the second year the exhibits will travel to schools across the state.
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TEAM MEMBERS:
Elizabeth Hartfield
resourceprojectProfessional Development, Conferences, and Networks
This project will test an instructional strategy designed to increase the pool of minority students who are successful in their study of algebra and higher mathematics courses. Since 1979, the Comprehensive Math and Science Program at Columbia University has been developing an instructional model designed to give all entering ninth grade students the opportunity to work to their highest level of capacity in mathematics. Key features of the model are a zero-based start, which makes no assumptions on students' prior mathematics background, and a complementary curriculum, which provides a set of parallel, interlocking mathematics courses that substantially increases the rate of mathematics instruction over a four semester period. Preliminary tests of the model in New York City schools have yielded encouraging results. In the current project, the instructional materials will be completed and the model will be extensively tested in New York City and in Fulton County, Georgia. The testing will be accompanied by the development of an apprenticeship model for teacher training, which will pair new teachers with experienced teachers in the interlocking courses of the program.
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TEAM MEMBERS:
Gilbert Lopez
resourceprojectProfessional Development, Conferences, and Networks
The middle school years are critical in determining a student's success and continued participation in mathematics. This proposal involves the expansion of MESA (Mathematics, Engineering, Science Achievement) model to the junior high/middle school population in the State of Washington. The project will focus on updating and revitalizing middle school mathematics curriculum, the goal being to increase minority student enrollment in algebra in the ninth grade. The MESA model also recognizes the need for teacher support and provides teacher seminars on a regular basis. Additionally, the expansion of the statewide Pre- College Center at the University of Washington will include the coordination of a statewide program at the junior high/middle school level. The MESA model is based on a partnership between industry and educators--a cooperative effort involving scientists on loan from industry, educators at the university level and educators at the secondary school levels working together to develop curricula that will stimulate student interest and achievement in mathematics and science. The staff for the project is well qualified with experience in the MESA program and in curriculum development and teacher training. The proposal addresses a clear need for improving minority mathematics education in middle/junior high schools and promises to have an impact throughout the nation for all students by serving as a model academic program. The project goals are consistent with the Instructional Materials guidelines. Therefore, an award is recommended.