Determining the Impact of Reformed Undergraduate Science Courses on Students 1 A National Study of Undergraduate Science Courses: Research-Based Evidence for Determining the Impact of Reformed College Science Courses on Students* Dennis W. Sunal, The University of Alabama Cynthia Szymanski Sunal, The University of Alabama Dean Zollman, Kansas State University Cheryl L. Mason, San Diego State University Cheryl Sundberg, The University of Alabama Glenda Ogletree, The University of Alabama Abstract Evaluating undergraduate science courses and the extent to which they are standards-based reform-oriented requires research knowledge and skills in several domains. A review of research was described first, focusing on research-based evidence supporting results, instrumentation, and data collection and analysis procedures used in determining the impact of college science courses on students. The presentation outlines a research design for a national study of undergraduate science courses including sampling from a population of 103 institutions, planning of a research design process, selecting and developing instrumentation, gathering and analyzing data, and interpreting results. The elements were developed to investigate formative impact by 1) using critical variables from the learning environment, course structure, department culture, and college instructor and 2) outlining innovative procedures for gathering data during the course and summative impact by gathering short and long term data from students during the course and on special student populations of graduated students. Multiple quantitative and qualitative instruments were described, to be analyzed using comparative and relational studies at multiple points in this impact design model. Data will also be used to develop criteria to identify differing levels of implementation of standards-based reform characteristics in courses that are important in the development of meaningful science learning outcomes in all college students. Conclusions drawn focus on research based evidence of short- term impact on all undergraduate students and long-term effects on elementary education majors. *Research Paper Presentation at the Society of College Science Teachers ( SCST) annual conference, March 29 – April 1 2007 [3:30-4:30 pm Thursday March 29] held in St. Louis, MO.
Determining the Impact of Reformed Undergraduate Science Courses on Students 2 A National Study of Undergraduate Science Courses: Research-Based Evidence for Determining the Impact of Reformed College Science Courses on Students Numerous reports document concerns about teaching science, technology, engineering, and mathematics (STEM) in K-12 and in higher education. These concerns, expressed in documents beginning with Nation at Risk (1983), led to new standards such as National Science Education Standards (NSES) (1996), Benchmarks for Science Literacy, Project 2061(AAAS) (1993), Shaping the Future (NSF) (1996), Educating Teachers of Science, Mathematics and Technology (NRC) (2001), College Pathways to the Science Education Standards (2001) and No Child Left Behind (2001). New standards provide criteria that can be used to judge whether particular teacher and student actions serve the vision of a scientifically literate society. They bring coordination, consistency, and coherence to the improvement of science teaching (National Research Council [NRC], 1996). In 2006 a multiyear research project focusing on the impact of undergraduate science courses using criteria from the national reports and standards was funded by the National Science Foundation. The national study efforts can be found documented on the Internet web site titled National Study of Education in Undergraduate Science (NSEUS) at http://nseus.org. The goal of the national study is to investigate the short term impact on undergraduate students of undergraduate standards-based, reform entry-level science courses developed by faculty in a national professional development model and the long term impact on critical needs in the preparation and development of pre-service undergraduate K - 6 teachers of science. The overall goal of this research paper is to describe procedures and examples for developing a formative and summative research design to provide research-based evidence for determining the impact of college science courses on students. To accomplish this goal, two major areas will be discussed. 1) Summarization of the results of previous research on higher education reform in undergraduate science courses and their short- and long-term impacts. 2) Description of formative and summative research data forming the basis for a research model and design for a national study designed to determine the short- and long-term impacts of level of reform in undergraduate science teaching and learning on students, with special emphasis on elementary education majors. Problem Effective K - 6 science education reform cannot be separated from standards- based reform in undergraduate science (Lederman & Gess-Newsom, 1999). To address standards-based reform recommendations, effective undergraduate STEM courses must offer course experiences that involve connections between scientific ideas; provide social, historical, and philosophical context; include meaningful laboratories; teach for
Determining the Impact of Reformed Undergraduate Science Courses on Students 3 inquiry; involve diverse learners; and include important unifying themes (Floden, Gallagher, Wong & Roseman, 1995, Lederman & Gess-Newsome; Sunal, et al., 2001). Examination of Previous Research Analysis of available literature on reform in undergraduate science courses has indicated a paucity of research on the topic. Of the literature reviewed from 1999 to the present (N = 79 articles, books, reports, or position statements), none of the studies could be described as experimental. The literature examined was categorized as: (a) program descriptions and general references, (b) case studies, (c) inquiry-based pedagogy, (d) surveys, and (e) achievement. The literature categorized as program descriptions and general references (47%, N = 37) , centered on program description or was of general interest to researchers involved in the reform effort. There were 20 case studies (25%). The case studies evaluated a program and/or reform course(s). Inquiry-based pedagogy was a theme in 10% (N=8) of the studies reviewed. In some of the studies categorized as inquiry-based pedagogy, classroom observations were conducted to ascertain programmatic success reform programs and/or courses. Other studies focused on instrument development and validation, primarily designed to determine program success. Survey data was analyzed in eight studies (10%); professors and/or students were surveyed about their experiences with reform programs and/or courses. Six studies considered achievement. Of the 79 studies examined, 21 studies were selected for further review based on the following criteria: (1) the research was quasi-experimental, and/or (2) the study was an analysis of case studies on one of the emergent themes found in the examination of previous research literature on the reform effort: case studies, inquiry-based pedagogy, surveys, and achievement (with the exception of the literature categorized as program descriptions and general references .) Case Studies Three of the case studies considered several themes found in several research studies. In a meta-ethnography, Blackwell (2002) synthesized the reports from nine projects evaluating the impact of partnerships on teacher education and teacher induction (funded by the Office for Educational Research and Development, U. S. Department of Education), Blackwell (2002) concluded the pre-service teachers participating in the partnership programs were more successful than were pre-service teachers trained by traditional methods Additionally, the programs offered a mechanism for increased collaboration between higher education institutions and state departments, alleviating a typical barrier to reform; shared vision for teacher development and induction. Darling- Hammond (2000) also reviewed prior studies. These were case studies with results from the National Assessment of Educational Progress (NAEP) testing program, the 1993- 1994 Schools and Staffing Surveys, and data from a 50-state policy survey. From her analysis of the research base, she concluded that it is possible for the effects of well- prepared teachers (those with greater subject knowledge, pedagogical knowledge, and years of teaching experience) on student achievement to be more influential than student background factors including poverty, minority status, and language background. In a
Recommend
More recommend
