Transcript Partnership to Improve Student Achievement through Real

PISA
Partnership to Improve Student
Achievement
through Real World Learning in
Engineering, Science, Mathematics
and Technology
• A partnership of 60 teachers of grades 3-5 from
24 public schools and two non-public schools
with Stevens Institute of Technology.
• Other partners in the collaboration are: Montclair
State University, Liberty Science Center, Boston
Museum of Science’s National Center for
Technological Literacy and Bank Street College
of Education
Goals
• To increase student learning of science topics and
processes, technology, and engineering
• To provide the teachers with deeper science content
knowledge, research–based professional development,
and experience with innovative science and engineering
curricula
• To provide teachers with resources that address the
NJCCCS and will help them prepare their students for NJ
ASK
Grant Year One: Life Science, Environmental Science, and
Technological Literacy
STANDARD 5.5 (Characteristics of Life) All students will gain an
understanding of the structure, characteristics, and basic needs of
organisms and will investigate the diversity of life.
STANDARD 5.10 (Environmental Studies) All students will develop an
understanding of the environment as a system of interdependent
components affected by human activity and natural phenomena.
STANDARD 8.2 (Technology Education) All students will develop an
understanding of the nature and impact of technology, engineering,
technological design, and the designed world as they relate to the
individual, society, and the environment.
Program Structure
• Intensive two-week summer institute conducted by
faculty and staff developers from Stevens Institute of
Technology (Center for Innovation in Engineering and
Science Education and science and engineering
departments) with input from other partners.
• Ongoing professional development
• Classroom visits
• Online support
Summer Institute Program Content
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•
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Engineering is Elementary (EiE), developed by the Boston Museum of
Science, a set of curricula that integrate engineering and technology
concepts and skills with elementary science lessons.
CIESE Internet-based resources: These include elementary level Real
Time Data and Collaborative projects
Life Science Lessons: Modeled by CIESE staff and designed to help
teachers gain a clearer understanding of the inquiry process
Stevens Faculty: Lectures, laboratory tours, and hands-on activities
were conducted by Stevens biomedical, environmental, and chemical
engineering faculty who presented university-level science content.
Montclair State University Faculty: Workshop on Science and
Mathematics Literacy.
EiE Modules
Each EiE module contains lessons that integrate an elementary
school science topic with a specific field of engineering and features
hands-on activities that engage students in the engineering design
process.
Best of Bugs: Agricultural Engineering
– Designing hand pollinators
Just Passing Through: Bioengineering
– Designing model membranes
Water, Water, Everywhere: Environmental Engineering
– Designing water filters
Teacher Evaluation
Summer Institute
• Pre and post tests for experimental group
• Multiple formative assessments (e.g. daily
evaluation, concept mapping, discussion, and
questions) were used to gauge how accessible
the science content and its presentation were to
our participants.
• Development of STEM Learning Module
Teacher Evaluation
Classroom Visits and Consultations
• Implementation of STEM learning module
• Integration of PISA activities into existing
science curriculum
• Documentation of student work
Student Evaluation
• Pre and post tests for experimental and control
groups
• Teacher evaluation of student work
Evaluation Findings: Summer Institute
• The teacher pre- and post-tests, administered at the beginning and
conclusion of the summer institute, indicate that participants had
increased knowledge in specific life science topics and in identifying
the steps of the engineering design process.
• Daily evaluations and teacher interviews indicated that participants
felt better prepared to teach life science concepts and that they were
confident in their ability to replicate institute activities in their
classrooms.
Impact on Teacher Content Knowledge
Evaluation of Content Knowledge: Preliminary Results
Pre- and post-program administration
• 25 questions; 1 point each
• 20 questions life science; 5 questions engineering design process
Increase in the mean score
• 1.68 points
• 6.72 percentage points
Increase is statistically significant
• t(55) = 5.94, p < .0001
Increased homogeneity in performance
• Decreased range and standard deviation
Evaluation
Minimum
Score
Maximum
Score
Mean
Standard
Deviation
Pre-test
12
24
20.71
2.647
Post- Test
17
25
22.39
1.775
N=56
Comparison with Control Group: Preliminary Results
Nonparticipating group of teachers selected for comparison
• Matched teachers in treatment group with respect to
– School geographic location and demographics
– Grade level and topics taught
Evaluation of content knowledge
• Same instrument used as for participating teachers
• Administered twice; two weeks apart
Group
Number of
Teachers
Mean Raw
Score
Change
Percentage
Points
Standard
Error
Treatment
56
+1.68
+6.72
.283
Control
27
+.26
+1.04
Difference between the groups is statistically significant.
F(1,81) = 9.55, p=.003
.305
Evaluation Findings: Classroom Visits and Consultations:
• Preliminary findings include change in teacher content knowledge,
interest, and attitude.
• Teachers report that PISA activities provide opportunities for their
students to use critical thinking skills to and to do inquiry. Students
are active learners and motivation is positively affected; they are
engaged and excited.
• Both the teachers and their students feel comfortable using the
engineering design process Teachers found that the EIE lessons
further their objectives for science in the classroom and reinforce
concepts taught in class. They plan to integrate the EiE lessons into
their existing science curriculum.
For further information:
PISA Website: http://www.ciese.org/pisa/
Stevens Institute of Technology: http://www.stevens.edu/sit/
Presenters:
Mercedes McKay [email protected]
Carol Shields [email protected]
Disclaimer
The instructional practices and assessments
discussed or shown in these presentations are
not intended as an endorsement by the U.S.
Department of Education".