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ERIC Number: ED465509
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 29
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Evaluation of a Statewide In-Service and Outreach Program--Preliminary Findings.
Lott, Kimberly
Alabama Science in Motion (ASIM) is a statewide in-service and outreach program designed to provide inservice training for teachers in technology and content knowledge. ASIM is also designed to increase student interest in science and future science careers. The goals of ASIM are to complement, enhance, and facilitate implementation of the "Alabama Course of Study-Science" to increase student interest in science and scientific careers and to provide high school science teachers with curriculum development and staff development opportunities that will enhance their subject-content expertise, technology background, and instructional skills. This study was conducted to evaluate the goals and other measurable outcomes of the chemistry component of ASIM. Survey and student record data were collected from 19 chemistry teachers and 182 students that participated in ASIM and 6 chemistry teachers and 42 students that did not participate in ASIM. Pre-treatment Chi-Square tests revealed that the teachers did not differ in years of chemistry teaching experience, major in college, and number of classes other than chemistry taught. Pre-treatment Chi-Square tests revealed that the students did not differ in age, ethnicity, GPA, school classification, or school type. The teacher survey used measured attitudes towards inquiry-based teaching, frequency of technology used by teacher self-reported and perceived teaching ability of chemistry topics from the "Alabama Course of Study-Science." The student surveys used were the Test of Science Related Attitudes (TOSRA) and a modified version of the Test of Integrated Process Skills (TIPS). The students' science scores from the Stanford Achievement Test (SAT-9) were also obtained from student records. Analysis of teacher data using an MANOVA design revealed that participation in ASIM had a significant effect on teacher attitude towards inquiry-based teaching and the frequency of technology used; however, there was no significant effect on the perceived teaching ability of topics from the "Alabama Course of Study-Science." Similar analysis of student data revealed that participation in ASIM had a significant effect on student process skills acquisition and science achievement, but there were no significant effects on science attitudes. (Contains 16 references.) (Author/MM)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Achievement Tests