Using Assessment to Evaluate and Improve Inquiry-Based Geoenvironmental Science Activities: Case Study of a Middle School Watershed E. coli Investigation

Journal of Geoscience Education, Mar 2005 by Patterson, Lauren A, Harbor, Jon

CONCLUSION

This study has illustrated several important points regarding the use of inquiry-based geoscience activities and assessment. First, assessment proved to be a valuable tool in determining the effectiveness of the instructional materials presented to the students. Secondly, the use of pretests can assist teachers in adapting their lessons to the level and needs of each individual class; thereby, maximizing the potential for student learning to occur. Lastly, assessment can be used to identify trends and misconceptions students have regarding a lesson. The teacher can then adjust the materials and activities accordingly to address the misconceptions and respond to the trends.

The concept of watersheds proved to be difficult for middle school students to comprehend and they were prone to develop several misconceptions (Dove et al, 1999). In this study, the students were faced with watershed problems as their local environmental issue, yet the importance and definition of a watershed was not fully grasped by the vast majority of the students. Their inability to understand this topic in the manner it had been presented to them was discovered through the use of pretest and posttest analyses. Assessment of student understanding is necessary in order for the most effective teaching to take place, by becoming aware of the concepts with which students struggle to understand, lessons can be modified to address difficult key concepts, as well as to dispel common misconceptions for the benefit of future students. As a result, the presentation was altered to emphasize the watershed concept and a 3d interactive watershed model was created to further enhance the ability of students to visualize and understand this important concept. Moreover, results from assessments of the school 8A and school 8B classes (with further instruction on the definition of a watershed) demonstrate an improvement of student understanding and suggest benefits this responsive teaching style. Thus, assessment is a critical tool used in understanding what students do not comprehend and how to improve the activities or lessons to better meet student needs.

According to Niemitz (1996), educational programs are currently striving to meet three criteria that have been determined to provide the most productive student-learning environment:

1. The use of experimental, investigative, and hands-on approaches.

2. Promote learning that is personally meaningful to students.

3. Create strong faculty - student and student - student learning partnerships.

Many of the criteria listed above were met in this project by developing scientific method skills and understandings of middle school students through disciplined inquiry. The scientific method is commonly emphasized at the middle school level through projects such, as science fairs, because at its core, inquiry incorporates the scientific method (Byers and Fitzgerald, 2002). The students are responsible for creating a hypothesis, designing and conducting their own research, and presenting their findings during the science fair. The presentation and activities used in this study demonstrate examples of the components of the scientific method by encouraging students to develop hypotheses and research strategies regarding the environmental problem at Lake Shafer. Additionally, the Authentic Intellectual Achievement model indicates learning materials with value beyond the school results in more powerful learning as students connect new information to their own experiences (Newmann, 1996).