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C-MORE Science Kits as a Classroom Learning Tool

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Title: C-MORE Science Kits as a Classroom Learning Tool
Language: English
Authors: Foley, J. M., Bruno, B. C., Tolman, R. T., Kagami, R. S., Hsia, M. H., Mayer, B., Inazu, J. K.
Source: Journal of Geoscience Education. Aug 2013 61(2):113-125.
Availability: National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Peer Reviewed: Y
Page Count: 12
Publication Date: 2013
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: EF0424599
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Middle Schools
Secondary Education
Junior High Schools
High Schools
Descriptors: Oceanography, Science Instruction, Hands on Science, Instructional Materials, Teaching Methods, Qualitative Research, Statistical Analysis, Teacher Surveys, Student Evaluation, Pretests Posttests, Science Tests, Program Effectiveness, Knowledge Level, Program Development, Science Process Skills, Elementary Schools, Middle Schools, High Schools, Faculty Development, Likert Scales
Geographic Terms: California, Massachusetts, Oregon, Hawaii
ISSN: 1089-9995
Abstract: To support teachers in enhancing ocean literacy, the Center for Microbial Oceanography: Research and Education (C-MORE) has developed a series of portable, hands-on science kits on selected topics in oceanography. This paper provides an overview of kit content, describes how the kits were developed, and evaluates their efficacy as a curriculum supplement in formal classroom environments by using two studies, a qualitative assessment of teacher experience and a quantitative assessment of student learning. The teacher surveys (n = 45) indicate the kits were used in a wide range of class types and grade levels, describe the kits as useful classroom tools that actively engaged students and resulted in meaningful learning, and strongly indicate that the teachers plan to continue to use the kits in the future. The student learning assessment (n = 1,236) employed a pretest, posttest 1, and posttest 2 methodology. The pretest and posttest 1 were given immediately before and after instruction, respectively; posttest 2 was given at least 2 weeks after instruction. Engaging with the science kits resulted in significant knowledge acquisition (pretest-posttest 1 mean differences of 0.21-0.41) and retention (pretest-posttest 2 mean differences of 0.18 to 0.39), with significance defined at the a = 0.05 level. In the 2 weeks after kit instruction, all kits showed a slight, nonsignificant loss in knowledge (mean differences of -0.01 to -0.04). Together, the teacher and student evaluations indicate that the C-MORE kits are effective classroom tools that can serve as a model for hands-on curriculum supplements.
Abstractor: As Provided
Number of References: 44
Entry Date: 2013
Accession Number: EJ1163623
Database: ERIC
FullText Text:
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  Data: C-MORE Science Kits as a Classroom Learning Tool
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Geoscience+Education%22"><i>Journal of Geoscience Education</i></searchLink>. Aug 2013 61(2):113-125.
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  Data: National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
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  Data: To support teachers in enhancing ocean literacy, the Center for Microbial Oceanography: Research and Education (C-MORE) has developed a series of portable, hands-on science kits on selected topics in oceanography. This paper provides an overview of kit content, describes how the kits were developed, and evaluates their efficacy as a curriculum supplement in formal classroom environments by using two studies, a qualitative assessment of teacher experience and a quantitative assessment of student learning. The teacher surveys (n = 45) indicate the kits were used in a wide range of class types and grade levels, describe the kits as useful classroom tools that actively engaged students and resulted in meaningful learning, and strongly indicate that the teachers plan to continue to use the kits in the future. The student learning assessment (n = 1,236) employed a pretest, posttest 1, and posttest 2 methodology. The pretest and posttest 1 were given immediately before and after instruction, respectively; posttest 2 was given at least 2 weeks after instruction. Engaging with the science kits resulted in significant knowledge acquisition (pretest-posttest 1 mean differences of 0.21-0.41) and retention (pretest-posttest 2 mean differences of 0.18 to 0.39), with significance defined at the a = 0.05 level. In the 2 weeks after kit instruction, all kits showed a slight, nonsignificant loss in knowledge (mean differences of -0.01 to -0.04). Together, the teacher and student evaluations indicate that the C-MORE kits are effective classroom tools that can serve as a model for hands-on curriculum supplements.
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  Data: EJ1163623
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1163623
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 113
    Subjects:
      – SubjectFull: Oceanography
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Hands on Science
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Qualitative Research
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      – SubjectFull: Pretests Posttests
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Hawaii
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