A Unique Marine and Environmental Science Program for High School Teachers in Hawai'i: Professional Development, Teacher Confidence, and Lessons Learned

Autor/inn/en	Rivera, Malia Ana J.; Manning, Mackenzie M.; Krupp, David A.
Titel	A Unique Marine and Environmental Science Program for High School Teachers in Hawai'i: Professional Development, Teacher Confidence, and Lessons Learned
Quelle	In: International Journal of Environmental and Science Education, 8 (2013) 2, S.217-239 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Partnerships in Education; Professional Development; Audiences; Science Teachers; High Schools; Secondary School Teachers; Marine Biology; Place Based Education; Scientists; Science Programs; Environmental Education; Pedagogical Content Knowledge; Teacher Attitudes; Grants; Educational Finance; Program Effectiveness; Program Descriptions; Hawaii + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Spectator; Zuschauer; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; Oberschule; Meeresbiologie; Scientist; Wissenschaftler; Umweltbildung; Umwelterziehung; Umweltpädagogik; Pädagogische Kompetenz; Lehrerverhalten; Grant; Finanzielle Beihilfe; Bildungsfonds
Abstract	Hawai'i is a unique and special place to conduct environmental science inquiry through place based learning and scientific investigation. Here, we describe and evaluate a unique professional development program for science teachers in Hawai'i that integrates the traditional approach of providing training to improve content knowledge, with the overarching theme of scientific inquiry and investigation through short duration research experiences. Ten middle and high school teachers primarily from Hawai'i public high schools participated in the four week, full time professional development course, producing novel place-based lesson plans to execute in their home classrooms. Pre and post analyses of teacher reported confidence levels in teaching ten environmental and marine science topics showed significant improvements after the course. In addition, teachers continued professional relationships with scientists and instructors of the program through synergistic activities including partnering in grant proposal submissions, participating in related university offered programs for K-12 audiences, and facilitating student research internships with university scientists. Despite the overwhelming positive evaluations by teachers of the value and efficacy of the program, lack of funding and access to equipment were reported as anticipated limitations to implementing their newly gained knowledge in the classroom. Nonetheless, the program's success demonstrates that both teachers and scientists can benefit from a course of this nature, and using this framework, other organizations might adapt elements of the course to provide a similar place-based program in their respective back yards. (Contains 7 tables, 2 figures, and 1 footnote.) (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10