impact what do urban student think about science
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Acumen WebsiteTRANSCRIPT
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What do secondary school students in high needs urban schools think of science? A survey of student perceptions of the value of science.
Presented by:Charlene M. Czerniak, ProfessorGale A. Mentzer, Evaluator
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InquiryMasters Program forAdvancingContent forTeachers
Funded by the United States Department of Education
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Goals of IMPACT• Increase the number of high quality science teachers in
Toledo Public Schools and the Toledo area by adding 20 science teachers with a MS in Biology degree.
• Maintain a minimum of 90% retention of participants.• 100% of program completers will remain as science teachers
in TPS or other high needs schools for at least two years after degree completion.
• Improve student academic achievement in science in IMPACT classrooms.
• Increase the number of secondary school students enrolled in upper level science courses by 20% in the schools where participants teach.
• Increase the number of secondary school students who plan to pursue postsecondary education in a science-related field by 15% in the classes taught by IMPACT teachers.
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IMPACT Coursework• EEES 6606 Lab and Field Methods Field Ecology• EEES 6607 Data Mgt & Interpretation• EEES 6600 Foundations of Ecology• EEES 6930 Ecology Seminar : Intro to Grad. Studies• CI 5890 Project Based Science• EEES 5750 Conservation Biology• Patterns in Biodiversity: Lab & Field• Ecological Theory• EEES 6400 Biostatistics • EEES 5250 Soil Ecology• Independent Study• Master’s Project
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Project Based Science (PBS)
Project-Based Science organizes science class around a driving question. Instruction focuses on answering the driving question: investigations, computer work, library research, class discussions, and student-designed experiments Krajcik, J., & Czerniak, C. M. (2007). Teaching Science in
Elementary and Middle School. New York: Taylor & Francis Group, LLC.
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Michelle, Lisa, and Mary Lynn’s PBS Unit
Driving Question:
Would you go swimming in Shanty Creek?
Sub Questions:1. What is in the water?
a. Quality Testingb. Living Organism
2. How does it get in there?a. What are watershedsb. Identify Local Systems
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Student’s working on PBS unit
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The affective domain:
• Feelings• Appreciations• Attitudes• Values
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The Survey• 20 items• 2 scales• Value of science• Interest in science
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The sampleAge Percent14 2315 4016 2317 1018 4
Gender Percent
Male 53
Female 47
Grade Percent
9 38
10 41
11 18
12 3
Race Percent
African American
47
Hispanic 8
Bi-racial 18
Other 27
Treatment n Control n192 164
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Analysis
Reliability/items 0.82
Reliability/persons 0.77
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Pretest ScoresValue Scale Mean Standard Dev.
Treatment 16.08 1.60
Control 15.97 1.52
Personal Perception Scale
Mean Standard Dev.
Treatment 16.25 1.45
Control 15.98 1.42
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Value of sciencePersonal Perception
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Posttest ScoresValue Scale Mean Standard Dev. Effect Size Interpretation
Treatment 16.56 1.75 0.33 small
Control 16.46 1. 78 0.33 small
Personal Perception Scale
Mean Standard Dev. Effect Size Interpretation
Treatment 15.48 1.70 -0.45 medium
Control 15.59 1.68 -0.25 small
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What does all this mean?
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For more information:• Dr. Gale A. [email protected]
• Dr. Charlene M. [email protected]
http://impact.utoledo.edu/