Section VII. Science Education

Georgia Journal of Science, 2004 by Summers, Richard

103 Science Building

8:00 THE EFFECT OF INSTRUCTIONAL DISTRACTIONS, INSTRUCTIONAL PROCESS, AND THE LACK OF MOTIVATION ON MEETING INTENDED SCIENCE OBJECTIVES, Glennis R. Matthews* and Bonita E. Flournoy, Clark Atlanta University, Atlanta, GA 30314. This study investigated how the instructional process and the lack of motivation of middle grades science students influenced meeting intended teaching objectives. A sample of three urban, eighth grade science classrooms, consisting of 22-28 students each, were studied. The three classrooms, as described by their teacher, were labeled "the top class," "the intermediate class," and "the bottom class." The mastery levels of the students in these classrooms meeting the intended objectives were 90%, 60%, and 30%, respectively. Data was collected for each class through (1) covert observation; (2) survey questions that included motivational analysis, instructional delivery, and assessment practices; and (3) analysis of artifacts from curriculum materials. Analysis of data was performed by frequency calculations, triangulation, and induction. It can be concluded that student motivation and instructional delivery are factors that have a direct effect on whether the intended science objective is met.

8:15 THE STEINBECK-RUDLOE PAPERS, Ruth Borchelt*, Suzanne North and Thomas Manning, Valdosta State University, Valdosta, GA 31698. The famous author, John Steinbeck, wrote "Cannery Row" and described the life of a marine biologist that ran a lab near the ocean. In the early 1960's Jack Rudloe had a large number of correspondences with John Steinbeck about maters concerned with marine biology. Subsequently Jack Rudloe founded the Gulf Specimen Marine Lab (GSML) in Panacea, Florida. GSML has been in existence for over forty years and has supplied over 1300 colleges and universities with marine specimens for teaching and research and provides educational programs for 15,000 people, largely students, every year. GSML has also supplied the National Cancer Institute with organisms that contain some of its most promising marine natural products. This paper will focus on how the early correspondence between Jack Rudloe and John Steinbeck influenced Rudloe and subsequently marine science education throughout the United States.

8:30 POSITIVE REINFORCEMENT AND STUDENT BEHAVIOR IN SCIENCE CLASSROOMS**, Lesia A. Adams* and Bonita Flournoy, Clark Atlanta University, Atlanta, GA 30314. The purpose of this study was to determine if positive reinforcement would affect student behavior. The study included fifty-seven sixth grade students from an urban middle school that were not motivated to behave and excel in science. Quantitative and qualitative methods were utilized to examine factors involved in subjects' responsiveness to positive reinforcement. A positive reinforcement survey was designed and administered to the sample of students. Additional data were collected from semi-structured interviews. A random sample of the fifty-seven students was surveyed and interviewed. The survey solicited the type of awards and praises received by students. Results from the student survey indicated that the students did not receive a reward for excellent behavior. A reward system was created and implemented for good behavior; that included rewards ranging from a pencil to a free homework assignment. Mid-quarter progress grades were used to determine if behavior affected grades. As a result of adding a reward system to award and praise students for better behavior, students felt more valued and were more willing to perform.

8:45 AN EVALUATION OF THE UNIVERSITY OF FLORIDA 2003 ENVIRONMENTAL HEALTH PARTNERSHIP WORKSHOP, Rebecca A. Penwell, Brenau University, Gainesville, GA 30501. This study consisted of both quantitative and qualitative methodologies. A pre-test was given to the teachers prior to the start of the Environmental Health Partnership (EHP) workshop and a post-test was administered at the end. Teachers were also asked to respond to questions on a written evaluation form in accordance to the goals of the workshop as a qualitative method of program evaluation. The study sample consisted of 18 teachers from all regions of Florida. There were 12 females and six males. Each of the 18 teachers showed increases in their knowledge of superfund and environmental health issues. The majority of the teachers were impressed with the program, had positive comments, and felt that the goals of the workshop were met. Only five teachers had suggestions for the program improvement and felt that the goals of the workshop were not completely met. The main issue that teachers had expressed was that they would like to see more activities and/or labs that they could take home, that were ready to use with their students. They expressed concern about some of the speakers "talking over their heads" and a lack of funding at their home institutions to be able to perform the labs and activities shown to them during the workshop.

9:00 INCREASING MIDDLE GRADES STUDENTS' INTEREST IN SCIENCE THROUGH INFUSION OF TECHNOLOGY AND HANDS-ON SCIENCE TEACHING, Bonita E. Flournoy, Clark Atlanta University, Atlanta, GA 30314. During an in-service teacher training professional development institute for enrichment in earth science, teachers were required to develop and teach a unit at their school work site. After training in using the Minorities in Science software program, five middle grade teachers taught a unit on earth science concepts in a physical science or earth science course to eighty-five students. Each lesson was aligned with National Science Education Content Standards and Georgia Quality Core Curriculum standards. Teachers were videotaped while giving instruction. After instruction of the unit, students were given a survey with questions that critiqued the instructional strategies of the teacher, as well as indicated their interest in science. Analysis of the data indicated that 89% of the students wanted more class-time instruction using technology, 95% wanted more time doing hands-on science activities, and 82% became aware of more science careers by using the Minorities in Science software. Data also indicated that these students wanted courses other than science to be taught using technology and hands-on activities.