Event Title

Enhancing Science Teachers’ Understanding Of Ecology Using Qualitative Modeling and Summer Research Experiences

Presenter Information

Marion Dresner

Location

Peavy/Richardson Halls

Event Website

http://uenr.forestry.oregonstate.edu/

Start Date

15-3-2008 11:30 AM

End Date

15-3-2008 12:00 PM

Description

Through the course of a new NSF-funded science teacher education project, Teaching Ecological Complexity, educators and scientists use qualitative conceptual models as a means of conveying teachers’ understanding about ecological concepts learned during the process of participation in ecology research projects. Data obtained through teacher interviews and analysis of their essays written about their research projects is used as evidence as to how conceptual modeling activities promote a heightened understanding of ecosystem complexity (Groetzer and Perkins, 2000; Hogan and Weathers, 2003). Thee central aspects involved science teachers working in partnership with ecologists, conducting field research projects and using conceptual qualitative modeling. During this two-week training program, teachers participate in all stages of one or more field experiments, use qualitative conceptual modeling, and design lessons to teach field research to their own classes. We analyzed and scored the essays they wrote about their understanding of their research projects derived from their models. We then compared their “pre-research experience” composite scores with “post research experience” composite scores for a group of 10 teachers. Results were significantly improved for post-test. (p<.0.01). Use of qualitative conceptual modeling helped teachers to visualize what was going on in their experimental site. Helped them articulate, discuss, derive meaning from their experiments.

Comments

Session #6: Experiential & Service Learning. Presentation for 7th Biennial Conference on University Education in Natural Resources, March 13-15, 2008, Corvallis, Oregon. Featured in the ScholarsArchive@OSU in Oregon State University. Suggested Citation: Dresner, M., Moldenke, A. 2008. Enhancing science teachers’ understanding of ecology using qualitative modeling and summer research experiences. UENR 7th Biennial Conference, ScholarsArchive at Oregon State University. http://hdl.handle.net/1957/8332

 
Mar 15th, 11:30 AM Mar 15th, 12:00 PM

Enhancing Science Teachers’ Understanding Of Ecology Using Qualitative Modeling and Summer Research Experiences

Peavy/Richardson Halls

Through the course of a new NSF-funded science teacher education project, Teaching Ecological Complexity, educators and scientists use qualitative conceptual models as a means of conveying teachers’ understanding about ecological concepts learned during the process of participation in ecology research projects. Data obtained through teacher interviews and analysis of their essays written about their research projects is used as evidence as to how conceptual modeling activities promote a heightened understanding of ecosystem complexity (Groetzer and Perkins, 2000; Hogan and Weathers, 2003). Thee central aspects involved science teachers working in partnership with ecologists, conducting field research projects and using conceptual qualitative modeling. During this two-week training program, teachers participate in all stages of one or more field experiments, use qualitative conceptual modeling, and design lessons to teach field research to their own classes. We analyzed and scored the essays they wrote about their understanding of their research projects derived from their models. We then compared their “pre-research experience” composite scores with “post research experience” composite scores for a group of 10 teachers. Results were significantly improved for post-test. (p<.0.01). Use of qualitative conceptual modeling helped teachers to visualize what was going on in their experimental site. Helped them articulate, discuss, derive meaning from their experiments.

http://digitalcommons.usu.edu/cuenr/7thBiennial/Sessions/17