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M. Faye Neathery,
Southwestern Oklahoma State University
Justine Glynn,
Gulf of Maine Aquarium
and
Katherine Long, University of Mobile
Abstract
This professional development collaborative involved state agencies, local industry, an outdoor learning center, a university, and teams of teachers from rural schools. The Habitats and Their Conservation program had three main goals: to encourage inqu iry-based approaches to teaching science in the elementary classroom, to utilize field experiences in forestry habitats and a river delta to connect the program to real-life applications, and to improve the technological skills of the teacher-participants . Twenty elementary school teachers representing teams participated in a series of daylong workshops that involved the teacher-participants in hands-on, inquiry-based approaches to learning in formal and informal settings. A post-project questionnaire des igned by the author to determine attitudinal change and confidence levels of teaching revealed that the teacher-participants expressed a significant commitment for teaching more environmental science in their classrooms, an increase in content knowledge, and a higher confidence level for teaching environment science. A follow-up questionnaire was administered to the teacher-participants after a year of implementing the teaching strategies and environmental science activities. A commitment to teach more en vironmental science was still evident, but not significantly. The teacher-participants did not perceive an increase in their principals' interest in their teaching environmental science activities.
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Edward. S. Ginsberg
University of Massachusetts , Boston
e-mail: ginsberg@umbsky.cc.umb.edu
and
Regina M. Panasuk
University of Massachusetts, Lowell
Abstract
Use of end-of-chapter textbook problems for teaching and assessing concepts in introductory physics is widespread, as is restriction of student access to the solutions (Ginsberg, Panasuk
& George, 1997). We recently surveyed student attitudes on access to problem solutions (Ginsberg & Panasuk, 1998), sampling the enrollment in a large calculus-level course offered in spri
ng 1996. For most of the course, student access was restricted to assigned problem solutions, placed on library reserve after discussion in class and collection of homework. During the last two weeks, however, solutions to all textbook problems in three c
hapters were made available. We seized the opportunity to survey student attitudes toward these altered circumstances, collecting responses from 128 students. The survey instrument contained two multiple-choice questions, one open-ended question, five Lik
ert-scale questions, and space for comments. Results confirm a definite preference for freer access to solutions. Responses to direct-comparison questions suggest enhanced student engagement with problems, a desirable learning indicator.
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Replies from Our Readers . . . A section devoted to conversations and discussions about previously published articles in the EJSE
This month's contribution: Battling Windmills and Strawpersons: A reply to Illman
by Wolff-Michael Roth, University of Victoria
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