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ED 292 626

SE 048 969

.AUTHOR
TITLE

INSTITUTION
SPONS AGENCY
PUB DATE
GRANT
NOTE
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Yager, Robert E.

Assessing the Impact o£ the Iowa Honors Workshop on
Science Teachers and Students* A Final Report for
NSF. With Appendices.

Iowa Univ., Iowa City* Science Education Center.
National Science Foundation, Washington, D.C.
88

TEI-8317395
567p.

Reports - Research/Technical (143)
MF02/PC23 Plus Postage.

Curriculum Development; ^Elementary School Science;
Elementary Secondary Education; ^Exceptional Persons;
*Gi£ted; ^Science Curriculiiro; Science Education;
^Science Teachers; ^Secondary School Science; Student
Attitudes; Teacher Characteristics; Teacher
Workshops

ABSTRACT

This report focuses on the proposals, materials,
programs produced, and the results that occur when new teachers and
their students become involved with exemplary science materials and
with teachers judged to be exemplary. This project enrolled
exceptional teachers who could work together in class groups with
some common purpose as to science approach or with some purpose
peculiar to specific |C-12 grade levels. The teachers conducted
inservice workshops, wrote articles, prepared curricula, made
presentations to organizations, served on committees and as officers
in professional societies, and became involved with improvement
efforts such as proposals for funding. This report provides general
summaries regarding in-school assessment with science, technology and
society (STS) initiatives and information from video tapes of
teachers prior to and following workshop experience. For each
section, generalities and summaries are provided. A separately bound
appendix lists participants, a sample of participant products, a
sample of feedback questionnaires, newsletters, manuscripts, and STS
assessment instruments. In general the results indicated that this
project was successful in equipping exemplary teachers with materials
and alliances for developing workshops and communication skills.
(CW)

***********************************************************************

* Reproductions supplied by EDRS are the best that can be made *

* from the original dociunent. *
***********************************************************************

ERLC

A Final Report for NSF

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Science: Edaq^^

ASSESSING THE IMPACT OF THE IOWA HONORS WORKSHOP
ON SCIENCE TEACHERS AND STUDENTS

Robert E. Yager
Science Education Center
University of Iowa

Final report for National Science Foundation Grant TEI-83 17395

ASSESSING THE IMPACT Or THE IOWA HONORS WORKSHOP
ON SCIENCE TEACHERS AND STUDENTS

TABLE OF CONTENTS

Foreword a

Acknowledgments iv

I General Information 1

II In-School Assessment at the Elementary Level . 15

III Student Assessment with STS Initiatives 75

IV Information from Video Tapes of Teachers Prior to and

Following Workshop Experience 120

V Project Summary 134

References 136

Appendices (Bound Separately)

I Participant Rosters for Summer Honors Workshop

II Sample Listing of Participant Products

III Workshop Staff for Each Summer and Each Program

IV Sampling of Feedback Questionnaires Used to Assess Workshop Impact

Appendices (Bound Separately)

I Participant Rosters for Summer Honors Workshop

II Sample Listing of Participant Products

III Workshop Staff for Each Summer and Each Program

IV Sampling of Feedback Questionnaires Used to Assess Workshop Imi

V Sample Copies of Honors Workshop Newsletter

VI Samples of Chautauqua Newsletter

VII Published Manuscripts Providing Rationale and Assessment Results
for STS in Iowa

VIII Other Manuscripts Which Relate to STS Effort in Iowa

IX STS Assessment Instruments in Five Domains of Science Education

Foreword

The Iowa Honors Workshop has been a most gratifying experience for the
staff and from all accounts the 861 participating science teachers and leaders in
science education. Many continuing friendships and much professional dialogue
rem?;iQs as testimony to the success of the effort. An entire report cfuld be
prepared based upon the impressions, statements of value, and examples of what
happened in the lives of the participants and staff following the workshops.
However, this report is meant to be a focus upon more quantifiable outcomes.
The assessment of students enrolled in classrooms of the Phase II teachers
(teachers who sought to learn about the programs and teaching strategies of the
Honors group selected for the summer series) who were enrolled in workshops
taught by teachers of exemplary programs. The report focuses upon the efforts
to improve science in elementary schools and the move to
science/technology/society programs in upper elementary and junior high schools.
These efforts represented major departures from the original proposal but were
directions that both the NSF staff and the Iowa staff were excited to take.

In one sense this report focuses upon the project as a whole with looks at
what was proposed, what happened during the three summers, the materials and
programs produced, and the results that occur when new teachers and their
students become involved with exemplary science materials and teachers judged
to be exemplary. This report does not attempt to summarize nor duplicate the
interim reports that were submitted to NSF following the summer activities in
1984, 1985, and 1986.

The effort over a four year period has been a major one. It has affected
many students, teachers, and schools. It has involved an ever growing staff as

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communications and involvement with the scientific and industrial communities
have increased.

Although there have been significant changes in NSF staff, philosophy, and
direction during the 1984-88 period, this project (Grant #TEI-83 1-7395) has

resulted in many tangible products and many measured improvements. The

readers must judge the ultimate significance and impact. Hopefully, this report

will provide much direct evidence indicating the success of the program and
proper use of NSF funds.

Robert E. Yager
Project Director

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iii

Acknowledgments

A project involving such a large staff and so many participants operates
efficiently and effectively only when unique circumstances and peoples will it so.
The Iowa Honors Workshop was fortunate to have an excellent staff both on the
campus and at the satellite centers. The work in Pennsylvania, Florida, Arizona,
Wyoming, and Utah was successful because of the coordinators who agreed to
head these efforts. The many diverse project officers at NSF provided valuable
input and suggestions; in fact, some of them influenced new direction and the
assessment efforts in significant ways.

Special thanks are extended to Ronald Bonstetter whose efforts and
leadership got the program rolling. After his departure, Joan Tephly became the
full time coordinator for the last three years. Her conscientious efforts are in a
large way responsible for the final products. The several secretaries associated
with the project were essential ingredients in keeping the records, the
communication, and the accounting on task. Special ^hanks is extended to
Carolyn Lewis who was involved intimately with the process until all the testing
was completed at the end of July, 1986. Dora Thompson stepped in at the end
of the funding period to organize and prepare this final support.

To NSF staff, the workshop staff, and all 861 participants, i say thank you
for jobs well done. Your involvement made the task of directing the four year
effort an enjoyable and rewarding experience.

Robert E. Yager
Project Director

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iv 7

Part I General Information

The Iowa Honors Workshop for Science Teachers was funded in January of
1984, one the first five projects funded by the National Science Foundation as
new initiatives in science education were undertaken once again. This action
followed the reduction of science education staff at NSF by 90% and the
elimination of all supported activity except that which affected graduate training
for future scientists. The Iowa program with funds totalling about SI million
dollars operated over a four year period 1984-88.

The Iowa project was conceived as a summer program which enrolled
exceptional teachers who would work together in class groups (20-25 each) with
some common purpose as to science approach or purpose that was peculiar to
specific K-12 grade levels. After such experiences the teachers participating
were to become more involved professionally in the following ways:

1) conduct inservice workshops for oV'ev teachers;

2) write articles for professional journals concerning their programs and
teaching approaches;

3) prepare curriculum modules that could be shared with others;

4) make presentations at state, regional, and national organizations;

5) serve on committees and as officers in professional societies;

6) become involved with improvement efforts, including proposals for
external funding.

After the 1981 summer experience the participants were expected to work
directly with in-service teachers in their home areas and assist them with
implementing new materials and approaches. Directories were produced following

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each summer workshop which listed workshop topics and leaders who were ready
to assist teacher groups and school districts with moves to better science
programs and teaching. The workshops conducted by teacher participants
included assessment of the success with the implementation efforts the following
year. During the 1986-87 academic year the Iowa Honors Workshop moved to
work with teacher groups and assessment of the success of the materials and
strategies with their students.

A series of tables (1.1 through 1.7) provide general information concerning
the number and nature of participants, the extent and nature of feeoback from
them, and the types of workshop products reported. The rosters of summer
participants (the target group for leadership development during the three years)
are included as Appendix I. A sample listing of workshop/participant products is
included as Appendix 11. Such listings are never complete as the teachers
enrolled continue production and professional involvement. Also, it is impossible
to achieve a total response concerning such listings at any one point in time.
Such information is more meaningful immediately after participation for a given
summer group (i.e., August- January). Interim reports with information concerning
teachers, staff, workshop forriat, and participant assessment were filed with the
NSF program officers each fall following the summer workshop series. These
reports (Iowa Summer Honors Workshop Reports, 1984, 1985, and 1986) provide
complete information regarding the particular series. The Workshop staff for the
summer programs is included as Appendix III. The NSF Program officers
associated with the program have been numerous. In addition, their
recommendations and directions affected the program considerably since their
approval was needed for use of the new funds for each new year. The NSF
program officers included:

ERiC U

Theodore L. Reid

1983-84

Alexander J. Barton

1984-85

Mary M. Kohlerman

1985

Jerry H. Bell

1985

Larry 0. Hatfield

1985-86

Charles R. Puglia

1986-87

Ethel Schultz

1987-88

Table 1.1 includes a listing of the individual summer workshops, their
location, the dates of operation, and the number of teachers/leaders enrolled.
The second part of the table also indicates similar information for the Phase II
teachers involved during the 1986-87 academic year. In all 390 participants were
enrolled during the summers. In addition, another 471 Phase II teachers were
enrolled in second level workshops and participated in evaluation with their own
students during the 1986-87 year. These activities involved the leadership
teachers enrolled during the summer of 1986. Some of the distinctions between
the 1986 summer and the 1986-87 academic year phase are not consistent with
interim reports because of the confusion of when to tabulate second level
workshops if actually conducted during August prior to the beginning of the
1986-87 school year. Of course, the assessment in schools with students
occurred during the academic year even though the teacher workshop was held in
advance.

Tables 1.2 and 1.3 provide information concerning feedback from the various
workshop groups and at different reference points following participation.
Appendix IV includes copies of the most complete survey instruments used to
gain feedback from participants. It can be seen that the percent providing
feedback is higher immediately following a workshop and during the next

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academic year. Also, extensive feedback (e.g., from the nine page questionnaire)
is more difficult to secure than shorter check lists. Nonetheless, telephone
surveys revealed that the respondents differ in ver} small ways to non-
respondents— a fact that provides confidence that the results obtained are
reliable and reflect patterns for the entire group of participants. In fact. Table
1.3 indicates that in most cases non-respondents who were contacted by
telephone were more active and had more products arising from the workshop
experiences than did the respondents. Perhaps their greater productivity was a
cause of the non--response to lengthy survey forms.

Tables 1.4 and 1.5 provide information regarding the teaching level, gender,
and academic degrees for the 390 summer participants. Much more specific
information is also available concerning professional involvements, experi nces,
honors, and other pertinent information on application forms and follow-up
surveys. Again, this kind of information is in need of constant up-dating since
the participants are/were such active persons professionally. And, the workshops
seemed to have stimulated even more activity.

Tables 1.6 and 1.7 provide up-dated information the end of the 1987
academic year regarding products produced by teacher participants during the
1984, 1985, 1986, and the early first semester/ 1987 time period. The exact
figures are computed to provide an indication of likely total effect. There was
never any one survey that yielded a complete response. However, as indicated
earlier, telephone contacts with samples of non-respondents provided confidence
with the accuracy of such projections in numbers of products in each category.

Another aspect of the project was to establish a continuing cadre of
professionals who would remain in communication and stimulate new partnerships
and collaboration. This aspect of the program certainly became a reality with

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participants working on hosts of committees, projects, and organizations all over
the nation. Reunions have been held each year in connection with the national
convention of the National Science Teachers Association. Last year (1987) in
Washington, D.C. nearly 200 participants were present for the Iowa Honors
Workshop reunion.

Another form of continuing communication is a newsletter series. The Iowa
Honors Workshop Newsletter Focus on Excellence was produced 3-5 times per
year from the spring of 1984 through the spring of 1987.

The posttesting in schools during the 1986-87 academic year ended the
project. During the fall and summer of 1987, only tabulation and processing of
the studen' testing occurred and the preparation of the final report. Appendix
V includes sample copies of the Iowa Honors Workshop Newsletter series which
was produced and distributed during th^ 3-1/2 year period.

Other newsletters were initiated in the states where the project was most
active. During the last year the emphasis was placed upon Iowa and the STS
efforts there. This program continues as a new workshop series and a
continuing in-state newsletter. Appendix VI includes samples that illustrate the
ties to the Honors Workshop effort.

Generalities

The following summary statements represent the general results of the Iowa
Honors Workshop project:

1) Active teachers are available and anxious to be involved in leadership
development projects; a total of 390 were involved in the Iowa Honors
Workshop;

2) Exceptional teachers can develop skills and interest in heading
workshops for other teachers; participants developed on the average

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of three such workshops for local, state, and national presentations;
each year a handbook was produced and circulated widely as a listing
of workshop titles and presenters;

3) Teachers of exceptional programs were able to collaborate and to
produce exemplary teaching modules for others to use; each teacher
participant in the Iowa workshop was involved on the average with
nearly ten such cooperative efforts;

4) Teacher paiticipation found support and expertise in applying for
competitive awards, projects, and grants; fifty percent of the teachers
who participated in the Iowa program became involved with proposals
and grant activity; each participant on the average was recognized
twice for excellence by peers and/or professional societies;

5) Exceptional teachers can become proficient as authors of professional
manuscripts; such activity can become an important means for
communication and recognition; participants in the Iowa Honors
Workshop averaged one such manuscript for each participant involved;
the results of such preparation of manuscripts are still being observed
with more and more being seen in the professional literature.

The general objectives of attracting exceptional teachers, enrolling :hem in
leadership activities, involving them with an exciting staff of science educators
and scientists, stimulating continuing association and communication, and
encouraging the production of specific professional products were achieved.

er|c

TABLE 1.1

PARTICIPANT NUMBERS AND PATTERN OF ENROLLMENT
FOR IOWA HONORS WORKSHOP

1984 YEAR I

LOCATION OF

NUMBER OF

WORKSHOP TITLE

WORKSHOP

DATES

PARTICIPANTS

(I) Science/Technology/Society

Iowa

6/10 - 6/23

(2) Elementary Science

Iowa

6/24 - 7/8

(3) Middle/Junior High Science

Iowa

6/24 - 7/7

(4) Science for the Gifted and Talented

Iowa

7/8 - 7/21

(5) Applications of Science

Iowa

7/8 - 7/21

(6) LeadershiD

Iowa

6/9 - 6/23

1985 - YEAR II
WORKSHOP TITLE

Total 173

(1) Science/Technology/Society Iowa 7/21 - 8/3 31

(2) Elementary Science Wyoming 8/4-8/17 33

(3) Middle/Junior High Science Arizona 7/14 - 7/27 32

(4) Science for the Gifted and Talented Pennsylvania 7/14 - 7/27 30

(5) Applications of Science Florida 7/7 - 7/20 29

Total 155

1986 - YEAR III
WORKSHOP TITLE

(1) Iowa Summer Leadership (STS) Iowa 6/15 - 6/22 23

(2) Utah Summer Leadership (STS) Utah 7/6 - 7/12 12

(3) Wyoming Summer Leadership

(Elementary) Wyoming 6/7-6/11 8

(4) Florida Leadership ^Elementary Florida 6/25 - 6/30 L9

Total 62

TOTAL FOR ALL THREE SUMMERS 390

ERIC

1986-1987 ACADEMIC YEAR (LEADERSHIP TEACHERS HEADED WORKSHOPS
FOR PHASE II TEACHERS

(1) IOWA (STS)

(a) Storm Lake 9/19-20 and 2/27-28 23

(b) Springbrook 10/31-1 1/1 and 5/2-3 24

Subtotal 107

(2) UTAH (STS)

(a) Provo 7/14 - 7/19 15

(b) Qgden 7/14 - 7/19 23_

Subtotal 38

(3) WYOMING (ELEMENTARY)

(a) East Douglas 8/15 - 8/20 25
(M Laramie 8/4 - 8/9 28.

Subtotal 53

(4) FLORIDA (ELEMENTARY)

(a) Hillsborough 8/25 - 8/31 230
(hi Broward 8/15 - 8/31 41

Subtotal 273
TOTAL IN FOUR STATES 471

GRAND TOTAL 3 SUMMER LEADERSHIP WORKSHOPS PLUS 1986-1987
ACADEMIC YEAR PHASE H WORKSHOPS 861

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I'o

lABLE 1.2

PERCBNTAGES OF RESPONDENTS PROVIDING EVALUATIVE

FEEDBACK FROM VARIOUS CONTACT ATTEMPTS

1984 - YFAR I

WORKSHOP TITLE

( 1 ) Science/Technology/Society

100

(2) Elementary Science

i WW

»u

1
1

(3) Middle/Juulor High Science

(4) Science for the Gifted and Talented

(5) Applications of Science

(6) Leadershio

Average Number of Respondeats

iNoi uisiriouica

1985 - YEAR II

WORKSHOP TITLE

( 1 ) Science/Technology/Society

100

(2) Elementary Science

100

(3) Middle/Junior High Science

1 w

(4) Science for the Gifted and Talented

1 a/

1
i

(5) Aoolications of Science

Average Number of Respondents

1986 - YEAR HI

WORKSHOP TTTI.E

(1) Iowa Summer Leadership (STS)

100

(2) Utah Summer Leadership (STS)

100

(3) Wyoming Summer Leadership

(Elementary)

100

(4) Florida Leadership

(Elementarv)

100

Average Number of Respondents

100

A = End of Workshop Evaluation Form

B =» Periodic Report Forms Distributed by Newsletter

C = Long (9 pages) Questionnaire Distributed to all 390 Participants 1984-1987

D = Short (1 page) Follow«up Questionnaire to Non-Respondents for "C" above

E = Telephone Survey Conducted for Non-Respondents

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TABLE 1.3

COMPARISON OF REPORTS OF PROFESSIONAL ACTIVITY BY
TEACHER WORKSHOP LEADERS RESPONDING BY QUESTIONNAIRE
TO A RANDOM SAMPLE OF NON-RESPONDENTS CONTACfED BY TELEPHONE

QUESTIONNAIRE RANDOM PHONE

ACTIVITY RESPONDENTS* CONTACTS**

Workshop Presentations 8.3 11.1

National Offices/Presentations 4.6 5.3

Articles Written 3.2 2.8

Curriculum Module Development 8.0 7.3

Teacher Awards 1.5 2.2

*Expre3sed as average number per participant
**Random sample contacted by telephone interviews

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TABLE 1.4

PRIMARY LEVELS OF TEACHING EXPERIENCE FOR
SUMMER WORKSHOP PARTICIPANTS

YEAR I

• (n=31)

(n=16)

(n=22)

(n=39)

(n=29)

TEACHING LEVEL

STS*

ELEM*

M/JR HIGH*

GAT*

AP/SCI*

(1) Elementary

12.9

93.8

4.5

17.9

31.0

(2) Middle School

29.0

95.5

25.6

27.6

(3) High School

58.1

46.2

34.5

(4) College

6.2

2.6

6.9

(5) Other

7.7

YEAR II

TEACHING LEVEL

(1) Elementary

(2) Middle School

(3) High School

(4) College

(5) Other

(n=31)
STS*

3.2
38.7
45.2
3.2
9.7

(n=33)
ELEM*

63.6

9.1
12.1

15.2

(n=32)

M/JR HIGH*

3.1

87.5
6.3
0

3.1

(n=30)
GAT*

26.7
26.7
43.3
0

3.3

(n=29)
AP/SCr

13.8
34.5
51.7

YEAR III

TEACHING LEVEL

(1) Elementary
Middle School
High School

(4) College

(5) Other

(n=23)
IOWA
STS*

(n=12)
UTAH
STS*

(n=8)

WYOMING
ELEM*

(n=19)

FLORIDA

ELEM*

LEADERSHIP LEADERSHIP LEADERSHIP LEADERSHIP

43.5
39.1
17.4

8.3
91.6
0
0
0

96.2
3.8
0
0
0

94.4
5.3
5.3
0
0

*STS: Science/Technology/Society

*ELEM: Elementary

*M/iR HIGH: Middle/Junior High School

*GAT: Gifted and Talented

*AP/SCI; Applications of Science

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TABLE 1.5

mOHEST DEGREES EARNED BY TEACHER WORKSHOP LEADERS
IN TERMS OF PERCENT OF THE TOTAL PARTICIPANTS

YEAR I

(n=3l)

(n=16)

(n=22)

(n=39)

(n=29)

STS*

ELEM*

M/JR HIGH*

GAT*

AP/SCI*

(1) Bachelor Degree

71.0

56.3

41.0

10.3

37.9

(2) Master Degree

19.4

43.7

50.0

87.2

55.2

(3) Specialist Degree

3.2

4.5

2.5

(4) Doctoral

6.4

4.5

6.9

Male

54.8

25.0

50.0

48.7

55.2

Female

45.2

75.0

50.0

51.3

44.8

YEAR II

(n=3l)

(n-33)

(n=32)

(n=30)

(n=29)

STS*

ELEM*

M/JR HIGH*

GAT*

AP/SCI*

(1) Bachelor Degree

25.8

15.2

25.0

23.3

20.7

(2) Master Degree

61.3

78.8

90.6

73.3

72.4

(3) Specialist Degree

9.7

6.9

(4) Doctoral

3.2

6.0

3.1

3.4

Male

48.4

45.4

40.6

36.7

48.3

Female

51.6

54.5

59.4

63.3

51.7

YEAR III

(n=23)

(n=12)

(n=8)

(n=iy)

IOWA

UTAH

WYOMING

i-j-ORIDA

STS*

ELEM*

LEADERSHIP LEADERSHIP LEADERSHIP LEADERSHIP

(1) bachelor Degree

56.5

33.3

69.8

42.1

(2) Master Degree

"3.5

58.3

30.2

59.9

(3) Specialist Degree

(4) Doctoral Degree

8.4

Male

65.2

83.3

26.4

5.3

Female

34.8

16.7

73.6

94.7

*STS:
♦ELEM:
*M/JR HIGH:
*GAT:
*AP/SCI:

Science/Technology/Society
Elementary

Middle/Junior High School
Gifted and Talented
Applications of Science

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TABLE 1.6

NUMBER OF PROFESSIONAL ACTIVITIES REPORTED
BY WORKSHOP PARTICIPANTS

YEAR I

NATIONAL

ARTICLES

WORKSHOP

OFFICES/

WRITTEN

CURRICULUM

WORKSHOP TITLE

PRESENTA-

PER

MODULES

AWARDS

TIONS

TEACHER

DEVELOPED RECEIVED

( 1 ) Science/Technology

Society

12.6

6.3

2.0

8.0

2.3

(2) Elementary Science

8.8

9.1

2.2

7.3

3.0

M) iviiaaie/ Junior rlign

Schoo'

11.1

9.5

2.8

7.8

2.0

(4) Scieuce for the

Gifted & Talented

9.5

6.3

1.5

7.8

2.2

(5) Applications of

Science

10.5

7.0

6.0

5.6

1.0

Average for total number

of participants

10.5

7.6

2.9

7.3

2.1

YEAR II

(1) Science/Technology

Society 8.0

(2) Elementary Science 14.5

(3) Middle/Junior High

School 1 5.2

(4) Science for the

Gifted & Talented 8.3

(5) Applications of

Science 9.0

4.3
9.8

6.0

5.7

4.7

4.0
5.8

? 3

1.0

2.3

6.8
15.5

7.0

4.8

6.5

1.8
2.3

2.8

1.8

1.9

Average for total number
of participants

11.0

6.1

3.1

8.1

2.2

YEAR III

(1) Iowa Leadership (STS)* 10.4

(2) Utah Leadership (STS)* 4.8

(3) Wyoming Leadership
(Elementary Science) 5.3

(4) Florida Leadership
CElementarv Science) 6.0

4.7
4.3

3.6

5.3

4.0
1.1

1.0

1.3

7.3
2.0

4.4

6.5

1.0
1.3

1.4

2.3

Average for total number

of participants 5.4

• Science/Technology/Society

4.5

1.9

5.1

1.5

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TABLE 1.7

TOTAL NUMBER OF VARIOUS TYPES OF PROFESSIONAL PARTICIPATION
REPORTED BY SUMMER WORKSHOP TEACHERS

1984
PARTICIPANTS

1985

PARTICIPANTS

1986
PARTICIPANTS

National Offices/Presentations
Articles Written

Submitted for Publication

Published

Workshops Developed

Total Number Workshops Presented

Average Frequency Per Workshop

Curriculum Modules Developed

Teacher Awards

Reports or Scientist/Engineer
Contacts

Grant Activity

959

411

IIS

132

380
1507

4.0
1096

274

281
S8

930
465
142
118
334
2170

6.5

1240
310

342
94

535
214

80
137
642

4.7
535
214

122

*Totals projected from questionnaire respondent averages

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Part II In-School Assessment at the Elementary Level

Year 3 of the Iowa Honors Workshop was very different from the preceding
two years in that the summer participants were encouraged to head Phase II
wCiks^opf? in their local districts and/or regions of their states for teacher
groups interested in adapting and implementing their model curricula in their
classrooms. Two pilot projects were conducted in each of two states for two
elementary programs and two state efforts to implement STS materials and
strategies. One elementary school program occurred in Florida v/here leader
teachers had been iastructed in developing two programs thai were recognized
nationally as exemplary by the National Science Teachers Association (NSTA).
These two programs were Broward and Hillsborough Counties. There was great
interest in helping these exemplary programs become general ones for all schools
and classrooms in tb-* x^^^o respective county districts. The other elementary
school effort occurred In Wyoming where the East Douglas program had also
achieved recognition as r national exemplar— again by NSTA. In this case the
science consultant for the state expressed interest in helping spread the
exemplary program at East Douglas to other elementary schools in the state.

The leaders in both states we- selected by tue NSTA designation of the
programs as exemplary. The school staff involved with the exemplary programs
be'^ame the lead teachers. Hence the leadership training concentrated on how
these lead teachers could L^e effectively involved in enlarging the team and
involving more with the program and its further evolution. In the case of
Florida, supervisors in the two counties were leaders in identifying new teachers,
230 in the case of Hillsborough and 43 in the case of Broward. Support and
encouragement were given for involvement in the Phase II workshop. In the

ERLC

case of Wyoming, the state science consultant "advertised" the possibility of
Phase II workshops. Two such workshops were established— one held in East
Douglas for 25 teachers for nearby schools and a second held in Laramie for 28
other teachers.

The staff for these Phase II workshops were headed by the supervisors in
the two county districts in Florida, Dr. Robert Fronk of Florida Institute of
Technology who had headed previous workshop activities in Florida, and Dr. Joan
Tephly of the Iowa staff. Drs. Alan McCormack and Joseph Stepans of the
University of Wyoming faculty and Dr. William Futrell of the State Department
of Education in Wyoming joined Dr. Robert Pesicka and his East Douglas
teachers in heading the Wyoming workshops. Drs. Robert Yager and Joan Tephly
represented the University of Iowa and assisted with instruction.

In a sense the objectives were met as all Phase II teachers implemented the
new programs and approaches during the 1986-87 academic year. The feedback
from the Phase II teachers was generally favorable.

One aspect of their work was testing at least one section of students
involved with the new materials and approaches. Several facets of the
assessment remained with the in-state and local staff. Other pilot studies were
conducted on a volunteer basis and are not included in this report. Two facets
of the assessment effort were general ones for all teachers and their students in
Florida and Wyoming from the elementary school efforts. One of these
concentrated on attitudes at two levels, namely primary and intermediate. The
others concentrated on science scores across the 1-6 grades on the Science Test
u UiC Iowa Tests of Basic Skills.

Tfbles 2a. 1 through 2a.27 are a tabulation of the pre and post attitude
scores from primary age students for the elementary school groups. For

ERLC

purposes of tabulation the Wyoming groups are computed as a single group since
both workshops that were conducted enrolled teachers from a variety of
districts. For Florida the Broward and Hillsborough results are tabulated
separately and as a total. The same information and same format is used for
reports of intermediate aged students in Tables 2b. 1 through 2b.24.

Although the leadership in the separate school districts found the
assessment of student attitudes to be interesting and useful, the data tabulated
in the 2a and 2b series is not particularly meaningfu* or useful in assessing
Phase II workshop effectiveness or the effectiveness of the leadership training
efforts. Apparently there is more meaning when one looks at the results with
individual teachers and when it is related to the total school curriculum and the
particular sequence of science in the particular exemplary program. The lack of
overall significant results suggest that the decision to use exemplary materials
and procedures does not affect student attitudes concerning the specific items
included in the assessment instrument.

There was general interest in studying the effects of new curriculum
implementation upon scores on standardized science exams. The Science Test of
the Iowa Tests of Basic Skills was used. The pre and posttest scores for the
Wyoming and two Florida groups are included in Tables 2c. 1 through 2c.5. As in
the case of attitude, the implementation of new (and presumably better materials
and approaches) did not affect the science scores in any way.

The results with student attitude and knowledge acquisition are not
encouraging. Of course, neither are they discouraging if the attitude and
knowledge items are not appropriate in terms of the objectives of the teachers
and/or the developers of the exemplary materials and approaches. The results of
the changes were measured better by individual teachers and with instruments

ERLC

provided by the leadership in a particular district. Student growth was greater
and attitudes were more positive in classrooms where teachers were more
positive and enthused with the new materials and approaches.

Generalities

The efforts in Florida and Wyoming with respect to work with new teachers
in helping them use science materials and approaches judged exemplary by NSTA
was not as impressive as anticipated initially. However, the attempt perir:ts the
following generalities:

1) Other teachers can learn from teacher leaders and they can
successfully implement new materials and strategies in their own
classrooms;

2) Teacher leaders/curriculum developers can become important parts of
leadership teams as attempts are directed to implementing exemplary
programs in new classrooms;

3) When large numbers of new teachers use new science programs for the
first time, student attitude is not found to become more positive;

4) When large numbers of new teachers implement new materials and
approaches, student learning in science as measured by standard
achievement examinations is not affected; at least it can be argued
that new and presumably better programs used by less creative
teachers do not worsen student attitudes nor result in less learning as
measured by standard instruments during the first year of such
implementation.

TABLE 2a, 1

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
LEARNING TO READ FOR PRIMARY \GE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Po',c

81%
74

8%
8

8%
18

3%
0

Florida
Broward

Pre
Post

3
2

14
20

0
2

Florida Pre 89

Hillsborough Post 85

3
4

7
10

Florida Total Pre 86
Post 82

3
3

!0
13

1
2

ALL TOTAL Pre 85
Post 80

4
4

10
14

= pre 74; post 66

FLb

= pre 1 14; post 49

FLH

= pre 137; post 138

FL total

= pre 251; post 187

ERIC

TABLE 2z2

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
LEARNING ABOUT WEATHER FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

53%
45

8%
9

39%
45

0%
0

Florida
Broward

Pre
Post

49
53

40
35

1
0

Florida Pre
Hillsborough Post

57
71

15
9

26
17

Florida Total Pre
Post

53
66

13
10

32
22

2
2

ALL TOTAL Pre
Post

53
61

12
9

34
28

2
2

WY N =

FLB N =

FLH N =

FL total N =

pre 74; post 66
pre 1 14; post 49
pre 137; post 138
pre 251; post 187

ERIC

TABLE 2a,3

PRE aND post assessment OF ATTITUDES CONCERNING
LEARNING ABOUT NUMBERS FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

66%
61

7%
15

26%
24

1%
0

F'orida
Broward

Pre

Post

7
6

29
31

Florida Pre 72

Hillsborough Post 78

19
12

2
2

Florida Total Pre 68
Post 74

7
7

23
17

2
2

ALL TOTAL Pre 68
Post 71

7
9

24
19

WY N = pre 74; post 66

FLB N = pre 114; post 49

FLH N = pre 137; post 138

FL total N = pre 251; post 187

AH Total N = pre 325; post 253

TABLE 2a,4

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
LEARNING ABOUT (TEACHER'S WORD) FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyominj;

Pre
Post

73%
70

9%
6

18%
24

0%
0

Florida
Broward

Pre

Post

4
10

24
27

0
2

Florida Pre 82

Hillsborough Post 76

7
12

9
10

2
2

Florida Total Pre 77
Post 72

6
11

16
14

ALL TOTAL Pre 76
Post 72

6
10

17
17

WY N =

FLB N =

FLH N =

FL total N =

All Total M =

pre 74; post 66
pre 114; post 49
pre 137; post 138
pre 251; post 187
pre 325; post 253

TABLE 2a.5

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
LEARNING ABOUT PLANTS FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

61%
70

8%
6

31%
24

0%
0

Florida
Broward

Pre

Post

8
8

23
37

0
0

Florida Pre 72

Hillsborough Post 76

4
5

19
16

Florida Total Pre 71
Post 71

6
6

21
21

3
2

ALL TOTAL Pre 68
Post 70

6
6

23
22

2
2

N =

pre 74; post 66

FLB

N =

pre 114; post 49

FLH

N =

pre 137; post 138

FL total

N =

pre 251; post 187

All Total

N =

pre 325; post 253

ERIC

TABLE 2a.6

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
LEARNING ABOUT ANIMALS FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre

Post

78%
88

4%
2

18%
9

0%
1

Florida
Broward

Pre

Post

0
2

12
8

0
0

Florida Pre 80

Hi. trough Post 79

6
7

12
11

3
3

Florida Total Pre 83
Post 82

3
6

12
10

2
2

ALL TOTAL Pre 82
Post 83

13
10

2
2

= pre 74; post 66

FLB

= pre 1 14; post 49

FLH

= pre 137; post 138

FL total

= pre 251; post 187

All Total

= pre 325; post 253

ERIC

TABLE 2a.7

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
READING A BOOK ON ELECTRICITY FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

55%
47

15%
17

30%
36

0%
0

Florida
Broward

Pre
Post

17
16

39
37

0
0

Florida Pre 58

Hillsborough Post 62

13
15

27
20

2
3

Florida Total Pre 51
Post 58

15
16

33
25

ALL TOTAL Pre 52
Post 55

15
16

32
28

= pre 74; post 66

FLB

= pre 1 14; post 49

FLH

= pre 137; post 138

FL total

= pre 251; post 187

All Total

= pre 325; post 253

ERIC

TABLE 2a,8

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
DOING SOMETHING WITH MAGNETS FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

76%
79

7%
5

18%
17

0%
0

Florida
Broward

Pre
Post

82
86

4
6

15
8

0
0

Florida Pre 76

Hillsborough Post 85

12
4

10
9

Florida Total Pre 78
Post 85

12
9

ALL TOTAL Pre 78
Post 83

8
5

14
II

= pre 74; post 66

FLB

= pre 1 14; post 49

FLH

= pre 137; post 138

FL total

= pre 251; post 187

All Total

= pre 325; post 253

ERIC

TABLE 2a.9

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
LEARNING ABOUT THE SKY FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

65%
64

5%
9

28%
26

1%
2

Florida Pre 62

Bro'vard Post 57

S
6

30
37

I
0

Florida Pre 73

Hillsborough Post ) 80

15
9

4
4

Florida Total Pre 68
Post 74

22
16

2
3

ALL TOTAL Pre 67
Post 72

23
19

2
2

= pre 74; post 66

FLB

= pre 1 14; post 49

FLH

= pre 137; post 138

FL total

= pre 251; post 187

All Total

= pre 325; post 253

ERIC

TABLE 2a, 10

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
READING ABOUT DINOSAURS FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

68%
64

9%
II

23%
26

0%
0

Florida Pre 77

Broward Post 69

9
14

14
16

0
0

Florida Pre 72

Hillsborough Post 75

9
9

17
14

Florida Total Pre 75
Post 74

9
10

16
14

1
2

ALL TOTAL Pre 73
Post 71

9
10

17
17

N -.

pre 74; post 66

FLB

N =

pre 1 14; post 49

FLH

N =

pre 137; post 138

FL total

N =

pre 251; post 187

All Total

N =

pre 325; post 253

TABLE 2a. 11

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
BEING A SCIENTIST FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

64%
71

16%
8

20%
21

0%
0

Florida
Broward

Pre
Post

67
67

24
24

0
0

Florida Pre 63

Hillsborough Post 74

12
7

24
17

Florida Total Pre 65
Post 72

10
7

25
19

ALL TOTAL Pre 64
Post 72

24
19

N =

pre 74; post 66

FLB

N =

pre 1 14; post 49

FLH

N =

pre 137; post 138

FL total

N =

pre 251; post 187

All Total

N =

pre 325; post 253

ERIC

TABLE 2a.l2
CHECK OF RELIABILITY ON
PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
LEARNING ABOUT ANIMALS FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre

Post

66%
80

14%
2

20%
18

0%
0

Florida
Broward

Pre
Post

83
78

6
6

11
16

0
0

Florida Pre 82

Hillsborough Post 76

10
15

0
4

Florida Total Pre 83
Post 76

10
16

0
3

ALL TOTAL Pre 79
Post 77

13
16

0
2

= pre 74; post 66

FLB

= pre 1 14; post 49

FLH

= pre 137; post 138

FL total

- pre 251; post 187

All Total

= pre 325; post 253

ERIC

TABLE 2a, 13

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
DOING SOMETHING WITH PLANTS FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

68%
67

8%
II

23%
23

1%
0

Florida
Broward

Pre

Post

12
10

23
18

Florida Pre 62

Hillsborough Post 72

12
8

26
16

0
4

Florida Total Pre 63
Post 72

12
9

25
17

0
3

ALL TOTAL Pre 64
Post 70

II
9

24
18

WY N = pre 74; post 66

FLB N = pre 114; post 49

FLH N = pre 137; post 138

FL total N = pre 251; post 187

All Total N = pre 325; post 253

TABLE 2a.l4

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
READING ABOUT WITCHES FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming Pre 65%

Post 68

19%
12

16%
20

0%
0

Florida
Broward

Pre
Post

65
51

12
24

22
24

I
0

Florida Pre 72

Hillsborough Post 62

12
17

13
17

2
4

Florida Total Pre 69
Post 59

12
19

17
19

2
3

ALL TOTAL Pre 68
Post 61

14
17

17
19

WY N = pre 74; post C;5

FLB N = pre 114; post 49

FLH N = pre 137; post 138

FL total N = pre 251; post 187

All Total N = pre 325; post 253

3ii

TABLE 2a. 15

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
BEING A POLICE OFFICER FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

73%
62

12%
11

15
27

0%
0

Florida Pre 62

Broward Post 71

12
4

25
24

Florida Pre 66

Hillsborough Post 76

18
9

IS
II

2
4

Florida Total Pre 64
Post 56

15
8

19
14

2
3

ALL TOTAL Pre
Post

14
9

18
18

N = pre 74; post 66
N = pre 114; post 49
N = pre 137; post 138
FL total N " pre 251; post 187
All Toval N = pre 325; post 253

FLB

FLH

ERIC

TABLE 2a. 16

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
DOING SOMETHING WITH ROCKS FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

65%
53

15%
18

20%
29

0%
0

Florida
Broward

Pre
Post

45
49

32
20

23
31

0
0

Florida Pre 58

Hillsborough Post 51

23
25

Florida Total Pre 52
Post 51

27
24

20
24

ALL TOTAL Pre 55
Post 51

24
22

20
25

= pre 74; post 66

FLB

= pre 114; post 49

FLH

= pre 137; post 138

FL total

= pre 251; post 187

All Total

= pre 325; post 253

TABLE 2!>.n

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
DOING SOMETHING WITH (TEACHER'S WORD)
FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

61%
68

14%
8

26%
24

0%
0

Florida
Broward

Pre
Post

13
4

21
18

0
4

Florida Pre 62

Hillsborough Post 70

19
14

17
12

2
4

Florida Total

Pre
Post

16
11

19
13

ALL TOTAL Pre 63
Post 70

16
10

20
16

= pre 74; post 66

FLB

= pre 114; post 49

FLH

= pre 137; post 138

FL total

= pre 251; post 187

All Total

= pre 325; post 253

ERIC

TABLE 2a. 18

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
BEING A TEACHER FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

66%
64

12%
17

20%
20

Florida
Broward

Pre
Post

13
18

26
18

0
0

Florida Pre 79

Hillsborough Post 75

12
15

7
7

2
3

Florida Total Pre 71
Post 72

12
16

16
16

ALL TOTAL Pre 70
Post 70

12
16

17
17

N =

pre 74; post 66

FLB

N =

pre 1 14; post 49

FLH

N =

pre 137; post 138

FL total

N =

pre 251; post 187

All Total

N =

pre 325; post 253

TABLE 2a. 19

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
GETTING A GIFT FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre

Fost

93%
97

3%
2

5%
2

0%
0

Florida
Broward

Pre

Post

2
0

4
2

0
0

Florida Pre 93

Hillsborough Post 95

1
2

Florida Total Pre 94
Post 96

1
2

ALL TOTAL Pre 93
Post 96

= pre 74; post 66

FLB

= pre 114; post 49

FLH

= pre 137; post 138

FL total

= pre 251; post 187

All Total

= pre 325; post 253

ERIC

TABLE 2a,20

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
READING A BOOK ON SPAc£ SHIPS FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

66%
64

15%
20

18%
17

1%
0

Florida
Broward

Pre
Post

68
51

16
20

16
27

Florida Pre 64

Hillsborough Post 68

12
12

23
17

Florida Total Pre 66
Post 64

14
14

20
19

ALL TOTAL Pre 66
Post 64

14
16

19
19

= pre 74; post 66

FLB

= pre 114; post 49

FLH

= pre 137; post 138

FL total

= pre 251; post 187

All Total

= pre 325; post 253

TABLE 2a.21

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
BEING A SHOE SALESPERSON FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

51%
42

14%
21

34%
36

2%
0

Florida
Broward

Pre
Post

33
24

36
45

30
31

. .orida Pre 54

Hillsborough Post 53

20
25

25
17

I
4

Florida Total Pre 45
Post 45

27
30

27
21

ALL TOTAL Pre 46
Post 45

24
28

29
25

= pre 74; post 66

FLB

= pre 1 14; post 49

FLH

= pre 137; post 138

FL total

= pre 251; post 187

All Total

= pre 325; post 253

TABLE 2a,22

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
LEARNING ABOUT SCIENCE FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

ol%
79

14%
6

26%
15

0%
0

Florida
Broward

Pre
Post

78
69

17
18

0
0

Florida Pre
Hillsborough Post

Florida Total Pre
Post

ALL TOTAL Pre
Post

76
80

77
78

10
7

8
9

12
11

14
13

17
13

WY N =

FLB N =

FLH N =

FL total N =

All Total N =

pre 74; post 66
pre 114; post 49
pre 137; post 138
pre 251; post 187
pre 325; post 253

TABLE 2a.23

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
TRYING TO FIND AN ANSWER FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

45%
45

27%
27

1%
0

Florida
Broward

Pre
Post

52
42

21
29

27
29

0
2

Florida Pre 51

Hillsborough Post 51

20
25

27
23

Florida Totcl Pre 51
Post 48

21
26

27
25

ALL TOTAL Pre 50
Post 47

22
26

27
25

N =

pre 74; post 66

FLB

N =

pre 1 14; post 49

FLH

N =

pre 137; post 138

FL total

N =

pre 251; post 187

All Total

N -

pre 325; post 253

ERIC

TABLE 2a.24

PRE AND POST ASSESSMENT OF ATTITUDFS CONCERNING
BEING A DOCTOR FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

58%
58

16%
17

26%
26

0%
0

Florida

Pre
Post

46
43

24
33

31
24

0
2

Florida Pre 72

Hillsborough Post 74

12
15

15
9

2
2

Florida Total Pre 60
Post 66

17
20

?2
13

ALL TOTAL Pre 59
Post 64

17
19

23
16

N =

pre 74; post 66

FLB

N =

pre 1 14; post 49

FLH

N =

pre 137; post 138

FL total

N =

pre 251; post 187

All Total

N =

pre 325; post 253

4 'J

TABLE 2a.25

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
LEARNING ABOUT OTHER PEOPLE FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

59%
53

11%
17

30%
30

0%
0

Florida
Broward

Pre
Post

56
61

12
16

30
22

2
0

Florida Pre 66

HiIlsborou;:h Post 64

14
12

18
20

2
4

Florida To idl Pre 61
Post 64

13
13

24
20

2
3

ALL TOTAL Pre 61
Post 61

13
14

25
23

2
2

N = pre 74; post 66
N = pre 114; post 49
N = pre 137; post 138
FL total N = pre 251; post 187
All Total N = pre 325; post 253

FLB

FLH

ERIC

TABLE 2a.26

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
READING ABOUT AQUARIUMS FOR PRIMARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

72%
67

12%
11

16%
23

0%
0

Broward

Pre
Post

75
69

17
20

Florida Pre 74

Hillsborough Post 79

13
8

1
4

Florida Total Pre 75
Post 76

9
10

IS
!1

ALL TOTAL Pre 74
Post 74

10
10

IS
14

N =

pre 74; post 66

FLB

N =

pre 1 14; post 49

FLH

N =

pre 137; post 138

FL total

N =

pre 251; post 187

All Total

N =

pre 325; post 253

ERIC

O i.

TA13LI£ 2a.27

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
DRAWING A PICTURE FOR PRIN^ARY AGE STUDENTS

Dislike

Not Sure

No Response

Wyoming

Pre
Post

80%
77

8%
8

Flo ride
Broward

Pre
Post

83
78

9
6

Florida Pre 81

Hillsborough Post 78

15
9

Florida Total Pre 82
Post 78

5
9

12
9

ALL TOTAL Pre 82
Post 78

6
8

12
10

WY N = pre 74; post 66

FLB N = pre 114; post 49

FLH N = pre 137; post 138

FL total N = pre 251; post 187

All Total N = pre 325; post 253

ERIC

TABLE 2b. 1

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
FAVORITE SUBJECT FOR INTERMEDI .£ AGE STUDENTS

Wyoming Florida
Florida Florida ALL

Pre

Post

Broward
Pre Post

Hillsbrgh.
Pre Post

Total
Pre

Post

TOTAL
Pre Post

Lang.
Arts

17%

39%

17%

18%

17% 16%

Soc.
Studies

7 8

Math

48 46

Science

28 31

WY N = pre 140; post 98

FLB N = pre 124; post 127

FLH N = pre 417; post 337

FL total N = pre 541; post 464
All Total N = pre 681; post 562

Percent may be greater than 100% because of rounding or missing responses.

ERIC

TABLE 2b.2

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
SECOND FAVORITE SUBJECT FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida
Broward

Pre

Post

Pre

Post

Lang.
Arts

35%

42%

35%

Soc.
Studies

Math

Science

Florida Florida ALL

Hillsbrgh. Total TOTAL

Pre

Post

Pre

Post

Pre

Post

31%

32%

33%

34%

WY N = pre 140; post 98

FLB N » pre 124; post 127
FLH N = pre 417; post 337
FL total N = pre 541; post 464
All Total N =• pre 681; post 562

Percent may be greater than 100% because of rounding or missing responses

ERIC

TABLE 2b.3

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
LEAST FAVORITE SUBJECT FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida ALL

Pre

Post

Broward
Pre Post

Hillsbrgh.
Pre Post

Total
Pre

Post

TOTAL
Pre Post

Lang.
Arts

44%

42%

44%

37%

36%

47%

38%

44%

39% 44%

Sot.
Studies

21 19

Math

13 13

Science

26 24

WY N = pre 140; post 98

FLB N = pre 124; post 127
FLH N = pre 417; post 337
FL total N = pre 541; post 464
All Total N = pre 681; post 562

Percent may be greater than 100% becavse of rounding or missing responses

TABLE 2b,4

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
MOST IMPORTANT PART OF SCIENCE FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida ALL

Broward Hillsbrgh. Total TOTAL

Pre Post Pre Post Pre Post Pre Post Pre Post

Know

World 34% 31% 52% 46% 45% 31% 47% 35% 44% 34%

Think
Thru

Problems 9 18 94 98 9799

Being

Courious &

Exploring 57 51 40 50 46 61 44 58 47 57

WY N = pre 140; post 98

FLB N = pre 124; post 127

FLH N = pre 417; post 337
FL total N = pre 541; post 464
All Total N = pre 681; post 562

Percent may be greater than 100% because of rounding or missing responses

TABLE 2b.5

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
FAVORITE KIND OF SCIENCE FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida ALL

Broward Hillsbrgh. Total TOTAL

Pre Post Pre Post Pre Post Pre Post Pre Post

Life

Science 36% 32% 46% 34% 35% 43% 37% 41% 37% 39%
Physical

Science ^1 35 26 40 30 26 29 30 27 30
Earth

Scienc 43 34 28 26 35 31 34 30 36 30

WY N = pre 140; pore 98

FLB N = pre 124; post 127

FLH N = pre 417; post 337
FL total N = pre 541; post 464
All Total N = pre 681; post 562

Percent may be greater than 100% because of rounding or missing responses

ERIC 5V

TABLE 2b.6

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
SCIENCE IS HARD FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida ALL

Broward Hillsbrgh. Total TOTAL

Pre

Post

Pre

Post

Pre

Post

Pre

Post

P.e

Yes

10%

19%

10%

17%

10%

16%

Uncertain

74
17

WY N = pre 140; post 98

FLB N = pre 124; post 127

FLH N = pre 417; post 337
FL total N = pre 541; post 464
All Total N = pre 681; post 562

Percent may be greater than 100% because of rounding or missing responses

TABLE 2b.7

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
WISH I HAD STUDIED MORE SCIENCE FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida ALL

Broward Hillsbrgh. Total TOTAL

Pre Post Pre Post Pre Post Pre Post Pre Post

Yes 56% 56% 62% 56% 56% 49% 57% 50% 57% 51%

No 29 23 28 35 28 37 28 37 28 34

Uncertain 16 20 10 10 16 14 15 13 15 14

WY N = pre 140; post 98

FLB N = pre 124; post 127
FLH N = pre 417; post 337
FL total N = pre 541; post 464
All Total N = pre 681; post 562

Percent may be greater than 100% because of rounding or missing responses

TABLE 2b.8

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
FUN TO BE A SCIENTIST FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida ALL

Broward Hillsbrgh. Total TOTAL

Pre Post Pre Post Pre Post Pre Post Pre Post

Yes 55% 60% 67% 63% 55% 44% 58% 49% 57% 51%

No 26 15 18 22 23 31 22 28 23 26

Uncertain 19 24 15 15 22 25 20 22 20 23

WY N = pre 140; post 98

FLB N = pre 124; post 127

FLH N = pre 417; post 337
FL total N = pre 511; post 464
All Total N = pre 681; post 562

Percent may be greater than 100% because of rounding cr missing responses

ERIC

TABLE 2b.9

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
SCIENCE BOOKS ARE BORING FOR INTERMEDIATE AGE STUDENTS

Yes
No

Uncertain

Wyoming
Pre Post

19% 15%
63 56
19 29

Florida
Broward
Pre Post

23% 14%
71 75
6 11

Florida
Hillsbrgh.
I-.e Post

20% 27%
64 53
16 20

Florida
Total
Pre Post

21% 23%
65 59
14 17

ALL
TOTAL
Pre Post

21% 22%
65 59
15 19

= pre 140; post 98

FLB

= pre 124; post 127

FLH

= pre 417; post 337

FL total

= pre 541; post 464

All Total

= pre 681; post 562

Percent may be greater than 100% because of rounding or missing responses

TABLE 2b. 10

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
SCIENCE SOLVES MANY WORLD PROBLEMS FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida ALL

Broward Hillsbrgh. Total TOTAL

Pre Post Pre Post Pre Post Pre Post Pre Post

Yes 80% 91% 90% 89% 81% 89% 83% 89% 82% 89%
No 62 56 62 6363

Uncertain 14 7 6 5 12 9 11 8 11 8

= pre 140; post 98

FLB

= pre 124; post 127

FLH

= pre 417; post 337

FL total

= pre 541; post 464

All Total

= pre 681; post 562

Percent may be greater than 100% because of rounding or missing responses

ERIC

TABLE 2b. II

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
VERY INTERESTED IN SCIENCE FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida AI .

Broward Hillsbrgh. Total TOTAL

Pre Post Pre Post Pre Post Pre Post Pre Post

Yes 59% 63% 69% 58% 62% 49% 64% 52% 63% 54%

No 16 10 17 23 22 28 21 27 20 24

Uncertain 24 27 14 19 16 22 16 21 17 22

WY N = pre 140; post 98

FLB N = pre 124; post 127

FLH N = pre 417; post 337
FL total N = pre 541; post 464
All Total N = pre 681; post 562

Pe. 3nt may be greater than 100% because of rounding or missing responses

ERIC

TABLE 2b.l2

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING

TO DO SCIENCE PROJECTS FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida ALL

Broward Hillsbrgh. Total TOTAL

Pre Post Pre Post Pre Post Pre Post Pre Post

Yes 43% 52% 69% 64% 54% 26% 57% 37% 54% 39%

No 31 28 22 30 28 56 26 49 27 45

Uncertain 26 20 9 6 18 17 16 14 18 15

= pre 140; post 98

FLB

= pre 124; post 127

FLH

= pre 417; post 337

FL total

= pre 541; post 464

All Total

= pre 681; post 562

Percent may be greater than 100% because of rounding or missing responses

ERIC

TABLE 2b. 1 3

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
TEACHER KNOWS LOTS OF SCIENCE FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida ALL

Broward Hillsbrgh. Total TOTAL

Pre l-.st Pre Post Pre Post Pre Post Pre Post

Yes 61% 79% 71% 81% 72% 71% 72% 74% 69% 75%

No 12 10 4 65 7564

Uncertain 39 19 19 15 22 24 21 21 25 21

= pre 140; post 98

FLB

= pre 124; post 127

FLH

= pre 417; post 337

PL total

= pre 541; post 464

All Total

= pre 681; post 562

Percent may be greater than 100% because of rounding or missing responses

TABLE 2b. 14

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
DO NOT WANT TO TAKE HIGH SCHOOL SCIENCE
FOR INTERMEDIATE S^ UDENTS

Wyoming

Florida

ALL

4 rc

rOSi

Broward
rre Post

Hillsbrgh.
Pre Post

Total
Pre

Post

TOTAL
Pre Post

Yes

24%

27%

40% 28%

33%

27%

34%

27%

33% 27%

44 50

43 46

Uncertain

16 21

24 27

N =

pre 140:

post 98

FLB

N =

ore 124;

post 127

FLH

N -

pre 417;

post 337

FL total

N =-

pre 541;

post 464

All Total

N =

pre 681;

post 562

Percent may be greater than 100% because of rounding or missing responses

ERIC

TABLE 2b. 15

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
SCIENCE KNOWLEDGE WILL HLEP WHEN I'M GROWN UP
FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida ALL

Broward Hillsbrgh. Total TOTAL

Pre Post Pre Post Pre Post Pre Post Pre Post

Yes 78% 88% 93% 87% 79% 72% 82% 76% 81% 78%

No 41 38 78 6867

Uncertain 19 11 3 5 14 20 11 16 13 15

WY N = pre 140; oost 98

FLB N = pre 124; post 127

FLH N = pre 417; post 337
FL total N = pre 541; post 464
All Total N = pre 681; post 562

Percent may be greater than 100% because of rounding or missing responses

TABLE 2b. 16

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
IMPORTANT TO PLAN EXPERIMENTS TO TEST IDEAS
FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida ALL

Broward Hillsbrgh. Total TOTAL

Pre Post Pre Post Pre Post Pre Post Pre Post

Yes 68% 69% 83% 79% 75% 64% /7% 68% 75% 68%

No 10 5 9 11 8 18 9 16 9 14

Uncertain 22 26 8 10 17 19 15 16 16 18

WY N = pre 140; post 98

FLB N = pre 124; post 127

FLH N = pre 417; post 337

FL total N = pre 541; post 464
All Total N = pre 681- post 562

Percent may be greater than 100% because of rour.ding or missing responses

Yes
No

TAULE 2b. 17

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
BORING TO BE A SCIENTIST FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida ALL

Broward Hillsbrgh. Total TOTAL

Pre

Post

Pre

Post

Pre

Post

Pre

Post

Pre

17%

14%

12%

18%

20%

17%

PO/o

58
27

\VY

N =

pre 140; post 98

FLB

N =

pre 124; post 127

FLH

N =

pre 417; post 337

FL total

N =

pre 541; post 464

All Total

N =

pre 681; post 562

Percent may be greater than 100% because of rounding or missing responses

TABLE 2b. IS

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
SCIENCE KNOWLEDGE HELPS ME WHEN NOT AT SCHOOL
FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida ALL

Broward Hillsbrgh. Total TOTaL

Pre Post Pre Post Pre Post Pre Post Pre Post

Yes 56% 77% 75% 71% 64% 66% 66% 68% 64% 69%

No 14 3 15 19 18 17 17 17 16 15

Uncertain 30 20 9 10 18 17 16 15 19 16

WY N = pre 140; post 98

FLB N = pre 124; post 127

FLH N = pre 417; post 337
FL total N = pre 541; post 464
AH Total N = pre 681; post 562

Percent may be greater than 100% because of rounding or missing responses

ERIC

TABLE 2b. 19

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
SCIENCE IS EASY FOR INTERMEDIA?- AGE STUDENTS

Wyoming Florida Florida Florida ALL

Broward Hillsbrgh, Total TOTAL

Pre Post Pre Post Pre Post Pre Post Pre Post

Yes 60% 61% 67% 69% 67% 67% 67% 67% 65% 66%

No 12 9 21 16 14 16 16 16 15 15

Uncertain 28 29 12 15 18 17 17 16 19 18

= pre 140; post 98

FLB

= pre 124; post 127

FLH

= pre 417; post 337

FL total

= pre 541; post 464

All Total

= pre 681; post 562

Percent may be greater than 100% because of rounding or missing responses

TABLE 2b.20

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
ALL CHILDREN SHOULD STUDY SCIENCE FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida ALL

Broward Hiilsbrgh. Total TOTAL

Pre Post Pre Post Pre Post Pre Post ^-e Post

Yes 49% 44% 53% 48% 50% 35% 50% 39% 50% 40%

No 30 32 33 42 33 46 33 45 32 42

Uncertain 21 24 14 10 17 19 16 16 17 18

WY N = pre 140; post 98

FLB N = pre 124; post 127
FLH N = pre 417; post 337
FL total N = pre 541; post 464
All Total N = ore 681; post 562

Percent may be greater than '.00% because of rounding or mib^.ng responses

ERIC

TABLE 2b.21

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
BEING A SCIENTIST IS TOO MUCH WORK FOR INTERMEDIATE AGE STUDENTS

Wyoming Rorida Florida Florida ALL

Broward Hillsbrgh. Total TOTAL

Pre Post Pre Post Pre Post Pre Post Pre Post

Yes 19% 10% 24% 31% 22% 26% 22% 27% 22% 24%

No 49 56 60 50 52 42 54 44 53 46

Uncertain 33 34 15 20 26 33 24 29 26 30

WY N = pre 140; post 98

FLB N = pre 124; post 127
FLH N = pre 417; post 337
FL total N = pre 541; post 464
All Total N = pre 681; post 562

Percent may be greater than iOO% because of rounding or missing responses

TABLE 2b.22

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
PARENTS WANT ME TO LEARN SCIENCE FOR INTERMEDIATE AGE STL iENTS

Wyoming Florida Florida Florida ALL

Broward Hillsbrgh. Total TOTAL

Pre Post Pre Post Pre Post Pre Post Pre Post

Yes 33% 41% 59% 54% 52% 37% 54% 41% 49% 40%

No 12 10 13 13 13 19 13 17 13 16

Uncertain 55 49 28 33 33 43 32 39 36 41

WY N = pre 140; post 98

F^B N = pre 124; post 127
FLH N = pre 417; post 337
FL total N = pre 541; post 464
All Total N = pre 681; past 562

Percc I may be greater than 100% because of rounding or missing responses

TABLE 2b.23

PRE AND POST ASSESSMENT OF ATTITUDES CONCERNING
CAN MAKF THE WORLD BETTER IF I INOW SCIENCE
FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida ALL

Broward Hillsbrgh. Total TOTAL

Pre Post Pre Post Pre Post Pre Post Pre Post

Yes 37% 40% 60% 46% 36% 42% 41% 42% 40% 42%

No 24 19 23 25 31 22 29 22 28 22

Uncertain 39 41 17 28 32 36 29 33 31 34

= pre 140; post 98

FLB

= pre 124; post 127

FLH

= pre 417; post 337

FL total

= pre 541; po.* 464

All Total

= pre 681; post 562

Percent may be greater than 100% because of rounding or missing responses

TABLE 2b.24

PRE ANr jst assessment of attitudes concerning

TEACHER REALLY LIKES TEACHING SCIENCE
FOR INTERMEDIATE AGE STUDENTS

Wyoming Florida Florida Florida ALL

Broward Hillsbrgh. Total TOTAL

Pre Post Pre Post Pre Post Pre :"ost Pre Post

Yes 46% 66% 62% 61% 62% 62% 62% 61% 59% 61%

No 10 6 S 8 6 7 6 6 5

Uncertain 53 34 32 32 29 32 30 31 34 31

WY N = pre 140; post 98

FLB N = pre 124; post 127

FLH N = pre 417; post 337
FL total N = pre 541: post 464
All Total N = pre 681; post 562

Percent may be greater than 100% because of rounding or missing responses

ERIC

TABLE 2c. 1

PRF AND POST SCORES FOR STUDENTS ENROLLED IN WYOMING

FOR IOWA TEST OF BASIC SKILLS

Percendle rank converted to
normal curve equivalent

Normal curve equivalent

Em Post

Grade 1 71 73

2 57 59

3 62 66

4 66 64

5 59 62

6 66 64

Mean 64 65

Normal Curve Mean = 50
Standard deviation = 21.06

TABLE 2c.2

PRE AND POST SCORES FOR STUDENTS ENROLLED

IN BROWARD COUNTY (FLORIDA)

FOR IOWA TEST OF BASIC SKILLS
Percentile rank converted to
normal curve equivalent

Normal curve equivalent

Em PqsI

Grade 1 67 68

2 58 58

3 67 66

4 52 46

5 52 58

6 ♦ *

Mean 59 57

♦No teachers participated at this grade level
Normal Curve Mean = 50
Standard deviation = 21.06

ERIC

TABLE 2c.3

PRE AND POST SCORES TOR STUDENTS ENROLLED IN

HILLSBOROUGH (FLORIDA)

FOR IOWA TEST OF BASIC SKILLS
Percentile rank converted to
normal curve equivalent

Normal curve equivalent

Pr£ Pq§1

Grade 1 46 46

2 47 58

3 62 57

4 65 68

5 64 63

6 56 52

Mean 57 57

Normal Curve Mean = 50
Standard deviation = 21.06

ERIC

TABLE 2c.4

SUMMARY OF PRE AND POSTTEST SCORES ON

IOWA TEST OF BASIC SKILLS FOR ALL FLORIDA STUDENTS

Percentile rank converted to
normal curve equivalent

Normal curve equivalent

lis. Post

Grade 1 58 46

2 55 58

3 63 60

4 62 64

5 61 62

6 56 52

Mean 59 57

Normal Curve Mean = 50
Standard deviation = 21.06

ERIC

TABLE 2c.5

SUMMARY OF ALL PRE AND POST TEST SCORES FOR

ALL STUDENTS ENROLLED DURING 1936-87 IN

IOWA TEST OF BASIC SKILLS
Percentile rank converted to
normal curve equivalent

Normal curve equivalent

Em Post

TOTAL

Grade 1 66 68

Grade 2 57 59

Grade 3 62 64

Grade 4 64 64

Grade 5 60 62

Grade 6 62 59

Mean 62 63

Normal Curve Mean = 50
Standard deviation = 21.06

ERIC

Part III Student Assessment with STS Initiatives

As plans for Year III were finalized, it was decided that the STS initiatives
in Utah and in Iowa warranted serious attention .d assistance. Exemplary
programs had been identified in both; teacher leaders were available; several had
been involved with previous leadership efforts at past Honors Workshops. In
Utah a state mandate had passed which called for STS emphasis across the
junior high years. In Icwa the leadership had identified more practical science
for grades 4 through 9 as a top need and a priority for attention. The summer
leadership workshop was held again on the University of Iowa camp is. It was
directed entirely upon planning the implementation activities and the Phase II
workshops in the two states. Major time was spent in assessment plans and
schedules.

Although contact between the Utah and Iowa efforts has continued, a
break-down in the in-school assessment efforts has occurred. This was caused
primarily by the exit of state coordinator, Herbert Brunkhorst, who moved from
a position at Weber State University to one at California State University-Long
Beach. Much of the assessment data collected in Utah has been used in reports
at the local level and to the State Department. There has been no attempt to
collate statewide results. And, the individual reports sent to the central office
in Iowa have been too incomplete to permit tabulation and comparison with Io.va
samples. Hen :j the student assessment with respect to STS implementation is
limited to the Iowa sample where the number of participants, schools, and
assessment instruments has been greater than in the Utah situation. It remains
an interesting possibility to maintain contact and collaboration with Utah
colleagues beyond the time of Honors Workshop funding.

ERLC

Tables 3.1 through 3.33 provide specific information concerning STS
assessment in Iowa schools. Rationale and general assessment is described in
two published reports included as Appendix VII. Several other reports included
as Appendix VIII provide criteria and contexts for the data produced during the
1986-87 STS implementation efforts for new teachers and students in Iowa.

Tables 3.1 ^lrough 3.5 provide information concerning student perceptions
of specific abilities and how their science (STS) has affected them. Generally
the results are very positive and provide strong evidence of how STS approaches
can affect student attitudes. Unfortunately there are no comparable data for
each grade level 3 through 11 to permit grade by grade comparisons. However,
most of the items were used for Science Assessment by the National Assessment
of Educational Programs (NAEP) in 1977 and five years later in 1982. NAEP
assesses nine, thirteen, and seventeen year old samples (3rd, 7th, and 11th grade
students). If one looks at the Iowa 4th and 7-8th grade students only, the STS
results in Iowa illustrate dramatically the effects of STS materials and
approaches. The Iowa students are much more positive about their perceptions
in each category reported in Tables 3.1 - 3.5.

Tables 3.6 through 3.14 offer comparisons between students enrolled in
science e\Hcrienced in an STS format where STS teaching strategies are
employed versus a control group in each school. The information was collected
from students enrolled in five schools where five of the Iowa leadership teachers
were employed. The contrast between the two groups of student perceptions is
great. In all cases the situation reported by STS students is more positive.

Tables 3.6 and 3.7 include perceptions of students who like science while
Tables 3.8 includes information concerning student dislike of science. There are
many more STS students who list science as their favorite or second favorite

subject as compared to students from non-STS classes in ih^. same school. In a
similar manner no STS student selected science as their least favorite subject
while 3% of the students in control classes so identify science.

Tables 3.9, 3.10, and 3.11 display further data which illustrate the
advantages of STS approachv^s. Students who study science in an STS format are
significantly more pleased with their science classes than students in non-STS
courses. STS students report that their science classes assist them with decision
making, prepare them for living in the future and in general to a significantly
greater degree than do students in non-STS classes. STS students also report
their science classes to be more fun, interesting, exciting, and less boring than
do students in non-STS classes. STS students also report that their science
classes make them feel more successful, curious, and prepared to make decisions
lhan do students in non-STS classes.

Table 3.12 ''-plays data that permit a comparison of STS students versus
those enrolled in standard science classes regarding their views of their science
teacher. As previously, the STS students are more positive than are students
enrolled m standard science classes. STS stuJents perceive their science
teachers as liking them to ask frequent questions, really liking science, admitting
frequently to not knowing, and mal-'ig science exciting much more often than do
students in typical science classrooms.

Table 3.13 provides information which compares STS students with students
in a regular science class with respect to their knowledge of eight science
concepts. STS students are more knowledgeable of the terms than are students
enrv .J in a standard course.

Table 3.14 provides contrasts between STS and students in a standard class
concerning their views of what it would be like to be a scientist. The views of

ERLC

STS students are more positive than these in a standard course. Their more
positive views are concerned with science being fun, a means of becoming rich,
too much work, lonely, borinf • and making a person feel in:portant.

Table 3.15 provides information produced by the 60 teachers enrolled in
three of th3 Iowa STS workshops at the close of their experience with teaching
STS in grades 4-9 in 31 Iowa schools. The differences are striking and provide
direct evidence of a change in teaching behaviors when shifting to an STS
format. In every case the teacher using STS approaches accomplished the
following as in contrast to their behaviors when in a non-STS format

1) Develop new materials and activities which introduce students to
science-technology-society interactions;

2) Use existing materials and activities which introduce students to
science-technology-society :n^eractir ->s;

3) Engender more positive feeling: toward science learning among pupils
in the classroom;

4) Create more positive feelings toward science teaching among
administrators in the school;

5) Develop science teaching materials which are locally relevant:

6) Develop science instructional materials which are personally relevsn^
to students;

7) Provide students with direct experience with materials;

8) Provide students with direct experience with making decisions;

9) Selec. appr priate instruments for in-school assessment of pupi!
progress in the five domains ot cience;

10) Realistically appraise the degree of science-technology-society related
problem resolution we can hope for;

ERLC

11) Illustrate science as an on-going process;

12) Relate science to pupils' career goals.

lables 3.16 through 3.24 represent first attempts at standardizing student
perceptions of items from the NAEP attttudinal items. As indicated previously
numbers for only 3ra, 7th and 11th grades are provided since those were the
grade levels included in the national assessments. Since the Iowa STS effort
inclu'^'^d teachers and oiudents across more grade levels and at each grade level,
questions arose as to wnat happens between gradec 3 and 7 and between grades
7 and li. The ii?fonnation is not always clear and consistent, i.e- the
perceptions do not progress consistently across grade levels. This probably
reflects differences in numbers across grade levels and, more importantly, the
degree of success with STS for different teachers and in different schools. As
might be expected, different teachers are more successful than others and
different amounts of time are involved in different situations. As the situations
become more stable, the attitude indicators also become more predictable.
Teachers are excited about the results but are anxious for information about the
possible, the expected, the learner dependence on the affective items assessed.
The information recorded in Tables 3.16 through 3.24 indicates efforts to
couimunicate, to serve, to evaluate continuing STS efforts in Iowa.

Tables 3.25 through 3.33 provide information that permits a comparison of
results obtained for STS teachers and classrooms \n Iowa with similar situations
as reported by students in random classes (NAEP assessment results)
situations reported by students enrolled in NSTA exemplary science programs.

VaDles 3.25, 3.26, and 3.27 illustrate impressively that students enrolled in
Iowa STS programs compare very well with thoje enrcllfd in NSTA exemplary
programs and superior to the situation found in random schools with respect to

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the popularity of science as a course in the total school program. Many more
Iowa STS students select science as their favorite or second favorite course than
do random students nationally; fewer STS students identify science as their least
favorite coarse than the situation found in random schools.

Table 3.28 provides information which permits a comparison ; student
perceptions of the usefulness of science classes among students in random
schools, those in N^TA exemplary programs, anJ those in Iowa STS classrooms.
In general, the Iowa stuov^uis compare very favorably. The differences in the
three situations is much le^3 than it is for other perceptions.

Table 3.29 offers a similar comparison concerning specific student
descnptors for their science classes. STS students see their classes very
favorably in terms of their hving interesting, fun, exciting, and not boring. Ta
general, the Iowa students all between those found in random schools and those
enroMed in NSTA exemplary programs.

Table 3.30 provides information that permits comparison of Iowa STS
students and their perceptions of how their science classes make them feel.
Again, the comparisons are very favorable with the Iowa STS students comparing
very favorably with those enrolled in NSTA exemplary ograms and more
positive thai, those enrolled in randomly selected science classes.

Table 3.31 includes a summary of student perceptions about their science
teachers. As in the case of science classes, Iowa STS students have very
favorable attitudes of their science teachers. Tlie Iowa students see iheir
teachers liking them to question while frequently admitting that they do not
know all the ansiwers themselves. Their perception of their teachers admitting
not to know seems to be one of the most important distinctions between least
and most effective science teachers. U seems to result in more student

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involvement, excitement, and interest. A teacher who seems to know all is not
often a motivator and a person who stimulates interest.

Table 3.32 includes interaction that permits comparison of knowledge of
eight science concepts for Iowa STS students, students in NSTA exemplary
programs, and students at random. Although there are some curious differences
reported for Iowa students, there are no glaring ones that would suggest chat
Iowa STS students were at a disadvantage or that they were not learning about
some basic concepts.

Table 3.33 presents information from the same three groups with respect to
student perceptions of what it would be like to be a scientist. The perceptions
of Iowa STS students are very positive with u*v surprises except for their
perception that a career in science would be "too much work". The nuinber of
Iowa students with such a perception is much higher than for all other groups
assessed.

Tables 3.34 through 3.38 contain iiiformation that permits the comparison of
the perceptions of Iowa STS students compared with other grouns as to their
ability to act. Although there are several differences suggesting the importance
of continued efforts, monitoring, and comparisons, the results for Iowa STS
students compare favorably with the situation reported by students in NSTA
exemplary programs.

Assessment has been a mc^jor focus and effort for the Iowa STS experiment.
Five domains have been recognized as important, namely:

1) Knowing and Understanding (knowledge domain)

2) Exploring and Discovering (process of science domain)

3) Imagining and Creating (creativity domain)

4) Feehng and Valuing (attitudinal domain)

5) Using and Applying (applications and connections domain)
Assessment has been attempted in all five. Appendix IX is a collection of the
instruments developed and tested during the 1986-g7 academic year. They are in
use again in more polished foim for 1987-88.

Assessment in the knowledge domain w:3 accomplished with existing
textbook and/or teacher made tests. In general the results cou^istently revealed
that there was no statistical difference in the amount of infonnation acquired.
Test scores were remarkably similar to the situation when the study of science
concepts per se was the ^^rimary focus. That is to say that STS science results
in the acquisition of nearly identical information by students even though such
acquisition for its own sake is not an objective with the STS approach.

Process measures have indicated that STS students are better in
demonstrating their ability with such skills. STS students are better problem
solvers.

Creativity measures that have been developed and used as pilot instruments
have also produced exciting results. Regular science courses seem to discourage
creativity. Scores are frequently worse after studying science than initially.
However, STS students are measurably improved in such areas as curiosity,
quality of questions, number of questions, proposing possible explanations,
preparing experimental procedures, recognizing the difference between c^'use and
effect.

Several application tests have been constructed. Jn every case STS
students exhibit the ability to use/apply iniormation to a much higher degree
than do students in regular science courses where the textbook is used
frequently and testing focures almost exclusively on information acquisition.

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Generalities

The STS effort in Iowa has resulted in several measurable advantages when
the situation is compared to the results obtained in standard science classes in
random schools where NSTA exemplary programs hav/; been identified. Some of
these advantages include:

1/ Iowa STS students have extremely positive perceptions of their ability
to affect problems and to receive issues;

2) Iowa STS students are more positive about the study of science than
are students in standard courses;

3) Iowa STS s*^udents perceive their science classes as more useful than
do students in control classes;

4) Iowa STS students report that their science classes are more fun,
exciting, interesting, and less boring than do students in control

classes;

5) Iowa STS students are more curious and feel more prepared to make
decisions that do students in control classes;

6) Iowa STS students are morp oositive about their science teachers than
are students in control classes;

7) Iowa STS students are more knowledgeable of selected science
concepts than ure students enrolled in control classes;

8) Iowa STS students have more accurate perceptions of what a career in
science will be like than do students enrolled in control classes;

9) Icwa STS teachers report possessing at least a dozen STS teaching
behaviors after workshop ui k uction and actual STS teaching than
they possessed initially;

10) The NAEP affective item'> can be used to investigate the effect of STS

instruction across the grade 3-12 levels;

Students in Iowa STS classes have very similar and very positive
attitudes concerning science cla'-ses, teachers, the usefulness of their
science study when compared to students enrolled in NSTA exemplary
programs;

12) Iowa STS students know as much concerning eigh^ sample concepts of
science as random students and those enrolled in NSTA exemplary
programs;

13) Iowa STS students have some accurate perceptions of what science
careers are like; their perceptions compare favorably with the student
measures taken in random schools as well as NSTA exemplary centers;

14) Iowa STS students compare very favorably with other students from
NST.* exeuplary programs in terms of their perceptions of their ability
to act on problems and to resolvt issues;

15) Iowa STS students, show evidence of developing more process skills
than do students generally; and, they can apply these skills better in
daily life situations;

16) Iowa STS students develop more creativity skills such as questioning,
quality of questions, formation of possible explanations, proposals fcr
experimentatijn, and identification of cause and effect relationships
than do students in general;

17) Iowa STS students can denonstrate their ability to apply science
concepts to everyday problems and the resolution of societal issues
better than can students in general.

ERLC

TABLE 3.1

PERCENTAGE OF STUDENTS WITH POSITIVE PERCEPTIONS
OF THEIR ABILITY TO AFFECT SOCIAL PROBLEMS

Grade level of respondents:

I can do something about:

Pollution

Energy waste

Food shortages

Over population

Diseases

Depletion of natural resources

Hazardous waste

Running out of clean water

Nuclear arms race

Number of students responding
at each grade level:

229

401

420

182

253

Positive = definitely, sometimes, and yes responses

TABLE 3.2

PERCENTAGE OF STUDENTS WITH POSITIVE PERCEPTIONS
OF THEIR WILLINGNESS TO SOLVE WORLD PROBLEMS

Grade level of respondents:

I am willing to, even if inconvenient:

Use less electricity

Use bikes or walk more often

Clean up litter

Separate trash

Ride in small economy car

Use less heat to save fuel

Use returnable bottles

Number of students responding
at each grade level:

229

405

420

182

253

Positive = definitely, sometimes and yes responses

TABLE 3.3

PERCENTAGK OF STUDENTS WITH POSITIVE PERCEPTIONS
OF THEIR ABILITY TO DO SCIENCE RELATED THINGS

Grade level of respondents: 3 4 5 6 7 8 91011

How often do you:

Try your ideas S 58 50 44 40 52 40 53 62

Believe what you read

about science 63 63 59 57 54 60 62 55 48

Check school work for

accuracy 51 42 45 37 37 38 42 29 48

Read labels before buying 59 53 42 35 32 35 41 35 48

Look at all sides of a

question before deciding 66 68 60 56 48 63 53 53 67

Believe events have logical

explanations 5J 49 54 52 53 64 62 65 72

Prefer being told an answer 12 35 29 35 40 37 38 49 33

Like to figure out how

things work 61 62 57 57 46 53 55 56 71

Change your mind when ideas

don't fit facts 49 5^ 56 50 47 52 49 49 24

Keep working on a task when

ideas don't fit facts 39 44 2" 19 23 30 19 24

Keep working when un-expected

problems occur 46 48 43 37 48 38 52 43

Feel time wasted when idea
doesn't work

39 31 33 28 36 31 41 32 48

Gather variety of information

l?gfcr^ trying 59 49 41 31 30 39 41 40

Number of students responding

at each grade level: 41 229 401 420 182 253 74 68 21

Positive = always and often responses

ERIC 87 94

TABLE 3.4

PERCENTAGE OF STUDENTS WITH POSITIVE PERCEPTIONS
OF THEIR ABILITY TO DO TASKS REQUIRING USE OF S ENCE SKILLS

Grade level of respondents: 3 4 5 6 7 8

I have tried to:

Fix something e' -trical 24 46 41 52 58 64 62 75 57

Fix something mechanical 54 55 46 59 62 61 68 79 57

Help an unhealthy plant 51 48 34 33 25 30 32 29 38

Help an unhealthy animal 39 54 58 60 55 60 5S 41 7i

Number of students responding

at each grade level: 41 229 405 420 182 253 74 68 21
Positive = many times and more than once responses

ERIC

TABLE 3.5

PERCENTAGE OF STUDENTS WITH POSITIVE PERCEPTIONS
OF THEIR ABILITY TO ACQUIRE VARIOUS HELPFUL APPLICATIONS

FROM SCIENCE CLASSES

Grade level of respondents:

Science classes have helped me:

Drive a car

Cook

Repair a lamp

Decide who to vote for
in the city council

Decide what exercises to
do to stay healthy

Decide on snacks

Prepare a menu

Buy soap

Choose friends

Fix mv bike

Number of students responding
at each grade level:

229

401

420

182

25j

Positive = definitely, sometimes and yes rer jnses

ERIC

TABLE 3.6

PERCENTAGE OF STUDENTS IDENTIFYING THEIR FAVORITE COURSES

Experimental Control

Language Arts 0 0

Social Studies 1 2

Mathematics 15 7

Science 14 4

Total number of respondents: 55 41

TABLE 3.7

PERCENTAGE OF STUDENTS IDENTIFYING THEIR SECOND FAVORITE COURSES

Experimental Control

Language Arts 0 2

Social Studies 0 3

Mathematics 14 9

Science 19 10

Total number of respondents: 55 41

ERLC

Table 3.8

PERCENTAGE OF STUDENTS IDENTIFYING THEIR LEAST FAVORITE COURSES

Experimental

Control

Language Arts

Social Studies

Mathematics

Science

Total number of respondents:

TABLE 3.9

PERCENTAGE OF STUDENTS WITH POSITIVE VIEWS CONCERNING

THE USEFULNESS OF THEIR SCIENCE STUDIES

Experimental

Control

Useful in:

Daily Living

*Making Choices

**Future Living

**General

Total number of respondents:

* p < .05
**p < .01

ERIC

TABLE 3.10

PERCENTAGE OF STUDENTS WHO RESPOND POSITIVELY ABOUT
GIVEN DESCRIPTORS OF THEIR SCIENCE CLASSES

Experimental Control

Science Classes Are:

*Fun 51 28

Interesting 4g 28

♦Exciting 38 17

*Boring I 9

Total number of respondents: 55 41

* p < .05

TABLE 3.11

PERCENTAGE OF STUDENT RESPONSES TO DESCRIPTORS OF HOW
SCIENCE CLASSES MAKE THEM FEEL

Experimental

Control

Science Classes Make Me Feel:

Uncomfortable

Successful

Curious

**Prepared to Make Decisions

Total number of respondents:

p < .01

ERIC

TABLE 3.12

PERCENTAGE OF STUDENT?^ WHO REPORT POSITIVELY
SELECTED PERCEPTIONS OF THEIR SCIENCE TEACHERS

Experimental Control

Ask Frequent Questions

**Likes You to Ask Questions

Likes You to Give Your Ideas

Knows Much About Science

♦Really Likes Science

Admits to Not Knowing

*Makes Science Exciting

Total number of respondents:

* p < .05
**p < .01

ERIC

100

TABLE 3.13

PERCENTAGE OF STUDENTS ABLE TO SELECT MOST ACCURATE DEFINITIONS

FOR EIGHT BASIC SCIENCE CONCEPTS

Experimental

Control

Volume

Organism

**Motion

Energy

Molecule

Cell

Enzyme

Fossil

Total number of respondents:

p < .01

ERIC

101

TABLE 3.14

STUDENT PERCEPTIONS OF WHAT IT WOULD BE LIKE
BEING A SCIEN'CTIST

Experimental

Control

Be Fun

Make You Rich

Be Too Much Work

Be Boring

Make You Feel Important

Be Lonely

Total number of respondents:

er|c 102

TABLE 3.15

DIFFERENCES IN PERCEIVED ABILITIES OF TEACHERS

BEFORE AND AFTER PARTICIPATING IN STS WORKSHOPS

STORM LAKE SPRINGBROOK BETTENDORF
BEFORE AFTER BEFORE AFTER BEFORE AFTER

Develop new materials and
activities which introduce
students to science-technology

society interactions 6 94 30 89 11 77

Use existing materials and
activities which introduce
students to science-technology-
society interactions II 78 36 95 17 88

Engender more positive feelings
toward science learning among

pupils in my classroom 23 96 35 94 26 89

Create more positive feelings
toward science teaching among

my administrators at my school 22 68 33 78 32 73

Develop science teaching materials

which are locally relevant 11 68 33 72 17 88

Develop science instructional
materials which are personally

relevant to students 33 86 33 94 20 88

Provide students with direct

experience with materials 28 83 47 88 31 83

Provide students with direct

experience with making decisivons 23 77 24 76 14 68

Select appropriate instruments for
in-school assessment of pupil
progress in the five domains of

science 23 45 IS 41 9 3]

Realistically appraise the degree

of science-technology-society related

problem resolution we can hope for 39 67 0 71 il 43

Illustrate science as an on-going

process 34 78 18 76 43 89

ERLC

Relate science to pupils*

career goal? 28 67 29 71 TL

Note: Numbers expressed in percentage of those enrolled in each workshop to permit
comparisons across groups.

n = 23 for Storm Lake, 24 for Springbrook, 48 for Bettendorf

96 103

TABLE 3.16

PERCENTAGE OF STUDENTS IDENTIFYING THEIR FAVORITE COURSES

Grade level of
respondents:

Language Arts

Social Studies

Mathematics

Science

Number of students
responding at each
grade level:

234

424

396

223

248

113

ERIC

104

TABLE 3.17

PERCE^ TAGE OF STUDENTS IDENTIFYING THEIR SECOND FAVORITE COURSES

Grade level of

respondents:

Language Arts

Social Studies

Mathematics

Science

Number of students
responding at each
grade level:

231

423

395

222

247

113

105

TABLE 3.18

PERCENTAGE OF STUDENTS IDENTIFYING THEIR LEAST FAVORITE COURSES

Grade level of
respondents:

Language Arts

Social Studies

Mathematics

Science

Number of students
responding at each
grade level:

234

421

392

222

250

113

ERIC

106

TABLE 3.19

PERCENTAGE OF STUDENTS WITH POSITIVE VIEWS CONCERNING
USEFULNESSOF SCIENCE CLASSES

Grade level of

respondents: 3 4 5 6 7 8 91011

Useful:

In Daily Living

In Making Choices

In Future Living

Number of students
responding at each
grade level:

234

425

396

223

250

113

100

ERIC

107

TABLE 3.20

PERCENTAGE OF STUDENTS WHO RESPOND POSITIVELY ABOUT GIVEN
DESCRIPTIONS OF THEIR SCIENCL CLASSES

Grade level of

respondents: 3 4 5 6 7 8 91011

Science Classes Are:

Fun

Interesting

Exciting

Boring

Number of students
responding at each

grade level. 23 234 425 396 223 250 113 40 22

101

ERIC

108

TABLE 3.21

PERCENTAGE OF STUDENTS' RESPONSES TO DESCRIPTORS
OF HOW SCIENCE CLASSES MAKE THEM FEEL

Grade level of

respondents: 3 4 5 6 7 8 91011

Science Classes Make
Me Feel:

Uncomfortable

Successful

"'1

Curious

Number of students
responding at each
grade level:

234

425

396

223

250

113

102

ERIC

109

TABLE 3.22

PERCENTAGES OF STUDENTS FROM A VARIETY OF SETTINGS AND AGE
LEVELS WHO REPORT POSITIVELY ABOUT SELECTED PERCEPTIONS
OF THEIR SCIENCE TEACHERS

Grade level of
respondents:

Ask Frequent Questions

100

T tlfP^ Yfiii to Aclr

Questions

Likes You to Give
Your Ideas

Knows Much About Science

Really Likes Science

Admits to Not Knowing

Makes Science Exciting

Number of students
responding at each
grade level:

234

424

396

223

250

113

103

ERIC

110

TABLE 3.23

PERCENTAGE OF STUDENTS ABLE TO SELECT MOST ACCURATE DEFINITIONS
FOR EIGHT BASIC SCIENCE CONCEPTS

Grade level of

respondents: 3 4 5 6 7 8 9 10 11

Volume

Organism

Motion

Energy

Molecule

Cell

Enzyme

Fossil

Number of students
responding at each
grade level:

234

425

396

223

250

112

*Fewer than half of the respondents did not answer the question.

104

111

TABLE 3.24

STUDENTS' PERCEPTIONS OF WHAT IT WOULD BE LIKE
BEING A SCIENTIST

Grade level of

respondents: 3 4 5 6 7 8 9 10 11

Be Fun

Make You Rich

Be Too Much Work

Be Boring

Make You Feel Important

Be Lonely

Number of students
responding at each
grade level:

234

425

396

223

250

113

lOS

ERIC

112

TABLE 3.25

PERCENTAGE OF STUDENTS IDENTIFYING THEIR FAVORITE COURSES

ACROSS GRADE LEVELS

4th Grade 8th Grade

Nine Year Olds Thirteen Year Olds

ABC ABC

Language Arts

Social Studies

Mathematics

Science

A - From students enrolled in classes of random sample of National Science
Teachers Association members (n = 1075)

B - From students enrolled in exemplary programs selected by National Science
Teachers Association (n = 1060)

C- From students of lov/a teachers who attended 1986-87
Science/Technology/Society workshops (for nine year olds n = 234; for
thirteen year olds n = 250)

ERLC

113

TABLE 3.26

PERCENTAGE OF STUDENTS IDENTIFYING THEIR SECOND FAVORITE COURSES

ACROSS GRAVE LEVELS

Nine Year Olds Thirteen Year Olds

ABC ABC

Language Arts

Social Studies

Mathematics

Science

A - From students enrolled in classes of random sample of National Science
Teachers Association members (n = 1075)

B - From students enrolled in exemplary programs selected by National Science
Teachers Assocaition (n = 1060)

C- From students of Iowa teachers who attended 1986-87
Science/Technology/Society workshops (for nine year olds n = 234; for
thirteen year olds n = 250)

107

ERLC

114

TABLE 3.27

PERCENTAGE OF STUDENTS IDENTIFYING THEIR LEAST FAVORITE COURSES

ACROSS GRADE LEVELS

Nine Year Olds Thirteen Year Olds

ABC ABC

Language Arts

Social Studies

Mathematics

Science

A - From students enrolled in classes of random sample of National Science
Teachers Association members (n = 1075)

B - From students enrolled in exemplary programs selected by National Science
Teachers Association (n = 1060)

C- From students of Iowa teachers who attended 1986-87
Science/Technology/Society workshops (for nine year olds n = 234; for
thirteen year olds n = 250)

ERLC

115

TABLE 3.28

PERCENTAGE OF STUDENTS ENROLLED IN RANDOM SCHOOLS AND
EXEMPLARY CENTERS WITH POSITIVE VIEWS CONCERNING
THE USEFULNESS OF THEIR SCIENCE STUDIES

Nine Year Olds Thirteen Year Olds

ABC ABC

Useful:

In Daily Living

For Further Study

I'll Making Choices

In Future ^ 'ving

In General

A - From students enrolled in classes of random sample of National Science
Teachers Association members (n = 1075)

B - From students enrolled in exemplary programs selected by National Science
Teachers Association (n « 1060)

C- From students of Iowa teachers who attended 1986-87
Scie/ice/Technology/Society workshops (for nine year olds n = 234; for
thirteen year olds n =« 250)

109

ERLC

116

TABLE 3.29

PERCENTAGE OF STUDENTS FROM VARIOUS SETTINGS AND FOR
THREE AGE GROUPS CONCERNING THEIR SCIENCE CLASSES

Nine Year Olds Thirteen Year Olds

ABC ABC

Science Classes

Are Fun 64 92 80 40 83 56

Science Classes

Are Interesting 84 82 85 51 85 58

Science Classes

Are Exciting 51 78 75 72 49

Science Classes

Are Boring 10 17 13 29 13 23

A - From students enrolled in classes of random sample of National Science
Teachers Association members (n = 1075)

B - From stU'Jents enrolled in exemplary programs selected by National Science
Teachers Association (n = 1060)

C- From students of lova teachers who attended 1986-87
Science/Technology/Society workshops (for nine year olds n =234; for
thirteen year olds n = 250)

110

ERLC

117

TABLE 3.30

PERCENTAGE OF STUDENTS FROM VARIOUS SETTINGS AND FOR THREE
AGE GROUPS CONCERNING DESCRIPTORS OF HOW SCIENCE
CLASSES MAKE THEM FEEL

Nine Year Olds Thirteen Year Olds

ABC ABC

Science Classes Make
Me Feet

Uncomfortable

Successful

Curious

Prepared to Make Decis ens

A - From students enrolled in classes of random sample of National Science
Teachers Association members (n = iC75)

B - From students enrolled in ex .plary programs selected by National Science
Teachers Association (n - i060)

C - From students of Iowa teachers who attended 1986-87
^cience/Technology/Society workshops (for nine year olds n = 234; for
thirteen year olds n « 250)

III

118

TABLE 3.31

PERCENTAGE OF STUDENTS FROM A VARIETY OF SETTINGS AND AGE
LEVELS WHO REPORT POSITIVELY ABOUT SELECTED
PERCEPTIONS OF THEIR SCIENCE TEACHERS

Nine Year Olds Thirteen Year Olds

ABC ABC

Asks Frequent Questions

Likes You to Ask
Questions

Likes You to Give
Your Ideas

Knows Much Science

Really Likes Science

Admits to Not Knowing

Makes Science Exciting

A - From students enrolled in classes of random sample of National Science
Teachers Association members (n = 1075)

B - From students enrolled in exemplary programs selected by National Science
Teachers Association (n « 1060)

C - From students of Iowa teachers who attended 1986-87
Science/Technology/Society workshops (for nine year olds n = 234; for
thirteen year olds n = 250)

ERLC

119

TABLE 3.32

PERCENTAGE OF STUDENTS ABLE TO SELECT MOST ACCURATE DEFINITIONS

FOR EIGHT BASIC SCIENCE CONCEPTS

Nine Year Olds Thirteen Year Olds

ABC ABC

Volume

Organism

Motion

Energy

'♦O

Molecule

Cell

Enzyme

3'.

Fossil

A « From students enrolled in classes of random sample of National Science
Teachers Association (n = 850)

B « From students enrolled in exemplary programs selected by National Science
Teachers Association (n =» 650)

C - From students of Iowa teachers who attended 1986-87
Science/Technology/Society workshops (for nine year olds n = 234; for
thirteen year olds n = 250)

113

ERIC

120

TABLE 3.33

STUDENTS' PERCEPTIONS OF WHAT IT WOULD BE LIKE
BEING A SCIENTIST

Nine Year Olds Thirteen Year Olds

ABC ABC

Be Fun

Make You Rich

Be Too Much Work

Pe Boring

Make You Feel Important

Be Lonely

A - From students enrolled in classes of random sample of National Science
Teachers Association (n 890)

B - From students enrolled in exemplary programs selected by National Science
Teachers Association (n = 1140)

C - From students of Iowa teachers who attended 1986-87
Science/Te'hnology /Society workshops (for nine year olds n = 234; for
♦hirteen year olds n = 250)

114

ERLC

121

TABLE 3.34

PERCENTAGE OF MIDDLE/JUNIOR HIGH STUDENTS WITH
POSITIVE PERCEPTIONS OF THEIR ABILITY TO
AFFECT SOCIAL PROBLEMS

I can do something about:

Pollution

Energy waste

Food shortages

Overpopulation

Diseases

Deoletion of natural re?oiir<;!9«!

A: National sample information from Third Assessment of Science by the
National Assessment of Educational Progress, 1978, (N=2500).

Middle/Junior High Exemplary Program Students, 1987, (N=280).

v.. Iowa sample information from teachers that participated in 1986-1987
Science/Technology/Society Workshops, (N=253).

Positive = definitely, sometimes, and yes responses

lis

ERLC

122

TABLE 3.35

PERCENTAGE OF MIDDLE/JUNIOR HIGH STUDENTS WITH
POSITIVE PERCEPTIONS OF THEIR WILLINGNESS TO
SOLVE WORLD PROBLEMS

I am willing to, even if
inconvenient

Use less electricity

Use bikes or walk more often

Clean up litter

Separate trash

Ride in small economy car

Use less heat to save fuel

Use returnable bottles

A: National sample information from Third Assessment of Science by the
National Assessment of Educational Progress, 1978, (N=2500).

B: Middle/ Junior High Exemplary Program Students, 1987, (N=280)

C: Iowa sample information from teachers that participated in 1986-1987
Science/Technology/Society Workshops, (N=253).

Positive = definitely, sometimes, and yes responses

116

ERLC

123

TABLE 3.36

PtRCENTAGE OF MIDDLE/JUNIOR HIGH STUDENTS WITH
POSITIVE PERCEPTIONS OF THEIR ABILITY TO
DO SCIENCE RELATED THINGS

How often do you: A B

Try your ideas

Believe what you read about science

^^ncwAi scnooi wufk lor accuracy

Read labels before bulging

Look at all sides of a question
before deciding

Believe events have logical
explanations

Prefer being told an answer

Like to figure out how things work

Change your mind when ideas
don't fit facts

Keep working when unexpected
problems occur

Feel time wasted when idea
doesn't work

Gather variety of information
before deciding

A: National sample information from Third Assessment of Science by the
National Assessment of Educational Progress, 1978, (N=2500).

B: Middle/Junior High Exemplary Program Students, 1987, (N=280)

C: Iowa sample information from teachers that participated in 1986-1987
Science/Technoiogy/Society Workshops, (N=253).

Positive = always and often responses

ERIC

117

124

TABLE 3.37

PERCENTAGE OF MIDDLE/JUNIOR HIGH STUDENTS WHO REPORT
POSITIVELY CONCERNING THEIR ABILITIES TO DO
TASKS REQUIRING SCIENCE SKILLS

I have tried to: ABC

Fix something electrical

Fix something mechanical

Help an unhealthy plant

Helo an unhealthy animal

A: National sample information from Third Assessment of Science by the
National Assessment of Educational Progress, 1978, (N=2500).

B: Middle/ Junior High Exemplary Program Students, 1987, (N=280)

C: Iowa sample information from teachers that participated in 1986-1987
Science/Technology/Society Workshops, (N=253).

♦Positive = Many times or more than once

ERLC

125

TABLE 3.38

PERCENTAGE OF STUDENTS WITH POSITIVE PERCEPTIONS
OF THEIR ABILITY TO APPLY SCIENCE CLASS
LEARNING TO DAILY DECISIONS

I have learned things that help me: ABC

Cook

Repair a lamp

Decide who to vote for in the
city council

Decide what exercises to do to
stay healthy

Decide on snacks

Prepare a menu

Buy soap

Choose friends

Fix mv bike

A: National sample information from Third Assessment of Science by the
National Assessment of Educational Progress, 1978, (N=2500).

B: Middle/Junior High Exemplary Program Students, 1987, (N=280)

C: Iowa sample information from teachers that participated in 1986-1987
Science/Technology/Society Workshops, (N=253).

Positive = definitely, sometimes, and yes responses
*Data unavailable

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126

Part IV Information from Video Tapes of Teachers Prior to and Following
Workshop Experience
A new dimension for assessing workshop impact was added to Year III of
the project. This dimension was the collection of pre-workshop and post-
workshop video tapes of sample science lessons. Although 102 teachers
volunteered to help, only 93 provided tapes for analysis. Twenty-five were
selected for careful analysis. This form of assessment provides observational
evidence of a change in teacher behavior as a result of workshop
ins truction/activi ties. Since video taping is more common in the STS classroom,
the vast majority of tapes were provided by teachers involved with the STS
workshops. Also, our greater contact with lead teachers and the follow-up
workshops in Iowa resulted in a disproportionate number of sessions filmed in
Iowa schools.

Some of the information gathered came from a questionnaire that was given
to each teacher volunteer for this part of the assessment. The information was
thought an important way of providing a context for the lesson that was taped
as well as the philosophy and style of the particular teacher. Tables 4.1 through
4.9 provide the results of the questionnaire data and analysis of the pre and post
workshop video tapes.

Table 4.1 provides information concerning primary sources for material used
in planning and executing exciting pre and post video lessons. It is apparent
that the workshops seemed to lower teacher dependence on the textbook for a
source of ideas, increased the teacher ability and desire to plan his/her own
lessons, increased the power of student ideas in developing model lessons,
increased the use of current events as a source of lesson ideas, and did not

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127

seem to influence the use of other teacher references and notes as a source of
ideas.

Table 4.2 provides similar information concerning the sources of information
for teachers as they plan laboratory activities, especially those used as models
(for the video taping project). It is again apparent that the STS workshop
seems to influence the teacher in terms of sources of ideas for planning model
laboratory activities. Textbooks and laboratory become less useful while student
ideas, student questions, and current events become more important. There is
also much evidence that the workshops stimulated much more attention to local
issues and problems and therefore provided more of the setting for activities.

Table 4.3 provides information concerning the use of field trips as a part of
model lessons. As might be expected STS teachers utilize human and material
resources from the community at large to a high degree. Evidence is provided
that the workshops affected teacher thinking and action regarding the use of
such local resources. The natural environment in the area as well as local
industries were both used to a greater degree after the teachers were enrolled in
workshops and moved to STS approaches and topics.

Table 4.4 provides information concerning teacher use of a variety of
classroom aids. The workshop series does not seem to have affected the use of
standard kinds of aids. However, after workshop participation teachers used
newspapers and periodicals, library resources, and community experts much more
frequently than they did prior to participation.

Table 4.5 is a tabulation of teacher behavior observed on the video tapes
prior to workshop participation and the number observed on a second tape
following participation. It is apparent that major differences are observable
between the tape that was prepared prior to the workshop and the one prepared

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128

afterwards. The STS format and teaching strategies demand observable behavior
shifts apparent on the tapes. Teachers ask higher level questions. They provide
fewer answers. They redirect questions and continue with probing behaviors;
they frequently admit to not knowing themselves. Tliey involve students to a far
greater degree in elaboration, clarification, and/or apparent controversies and
interpretations. In a sense, however, this is what STS teaching is about.

Table 4.6 provides information about sources of information used, suggested,
or accepted by teachers in a model lesson prior to and following workshop
instruction and introduction to STS strategies. Teachers refer to textbooks less
and so do students. Teachers and students utilize current events to a greater
degree in the STS format following workshop participation. Extended discussion
of a current event as a student idea is far more common in classrooms following
the STS teacher workshops.

Table 4.7 provides information concerning teacher reference to
interdisciplinary studies as opposed to science activities in a specific discipline.
After the STS workshop sessions teachers were much more inclined to think, act,
and speak concerning broader issues, questions, considerations, and sources for
input information. Also, ties to technology (science applications) were observable
shifts as teachers moved to STS emphases.

Table 4.8 is a report of differences in student work mode. It is apparent
that there are fewer whole class discussions, more small groups involved in a
variety of tasks, and individuals avolved with a variety of tasks in lessons taped
following workshop participation.

Table 4.9 is a tabulation of the actual instructional materials in use by
students in model classes planned and executed by teachers prior to and
following STS workshops. Again, it is apparent that teachers felt that more

122

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129

student manipulations were desirable; more newspapers and periodicals were used.

It should be kept in mind that a major point of the STS workshops was to
illustrate new approaches to science knowledge and process. It means beginning
where students are and involving them in issues and problems that are current,
local, and personally meaningful and important. The change in teacher strategies
and functioning is emphasized. Perhaps the dramatic differences in the tapes are
to be expected and may not reflect permanent change? and/or changes in use for
significant periods of time. It is known, for example, that some teachers are
more successful than others with STS teaching ana some spend longer periods of
time (whole courses) with such materials and approaches. The video tapes
provided were from volunteers who received instruction and benefited from
experienced models of STS teaching.

Generalities

The pre-and-post video tapes provide evidence of change of teacher
behavior and practice. However, the tapes weu provided by volunteei all of
whom had spent workshop time with reviewing, observing, and analyzing desirable
strategies for STS instruction. Nonetheless, it is possible to observe the
following differences in what outstanding teachers consider to be exemplary
teaching practices. These include:

1) Teachers are less dependent upon textbooks and verification- type
laboratories;

2) Teachers depend more on local conditions and current events for
teaching ideas and activities;

3) Teachers use students to a far greater degree as sources for questions,
information, ideas, and ties to the community;

4) Instruction in STS encourages teachers to use the local environment

123

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130

and local industries and out-of-school facilities to a greater degree;
STS teachers utilize traditional instructional aids while using
newspapers, and other periodicals, the library, and local experts to a
far greater degree;

STS teachers, after participation in special workshops, ask higher level
questions, provide fewer answers, redirect questions, ask for more
elaboration and clarification, and talk much less than they do prior to
such workshops;

STS teachers push for less closure, look for more sources of ideas,
relate their teaching to the local situation and current events to a
greater degree after they participated in STS workshops and practiced
STS approaches;

STS teachers refer more to multiple disciplines for information and
request more interpretation than they did when teaching standard
science courses prior to participation in a workshop;

STS teachers involve more students in individual and small group

activities that vary from group to group and individual to individual

after an STS workshop experience than before they participated;

Students in STS classes taught by teachers who have participated in

STS workshops use a greater variety of materials than do students

taught by the same teacher: in a non-STS format prior to workshop

experience.

124

131

TABLE 4,1

PRIMARY SOURCES OF TEACHER MATERIAL FOR USE
IN PREPARING TEACHING UNITS AND MODEL LESSONS

lis. Past

Textbook 44 2*

Teacher designed curriculum 27 46*

Student ideas 6 16*

Current events 6 21*

Supplementary notes 10 g

n = 93 teachers who agreed to provide video tapes
*p < .05

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132

TABLE 4.2

SOURCES OF INFORMATION FOR TEACHER USE IN
DEVELOPING MODEL LABORATORY ACTIVITIES

Textbook 25 5*

Lab book 28 3*

Student designs 4 2 1*

Student question/idea I 19*

Current event 3 15*

Other teachers 10 g

Developed personally 22 20

n = 93 teachers who agreed to provide video tapes
*p < .05

126

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133

TABLE 4.3

TYPES OF FIELD TRIPS INCLUDED IN INSTRUCTIONAL
UNITS BY STS TEACHERS

EES PfiSi

Nature area 12 21*

Museum/Planetarium 3 g
Factory/Power Plant/

Commerical Area 5 20*

Other parts of the school 3 10

Miscellaneous 4 s

None 46 19

n = 74 teachers who provided segments of STS lessons
♦p < .05

127

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134

TABLE 4.4

.PERCENTAGE OF TEACHERS REPORTING USE OF SPECIFIC
RESOURCES AND AIDS FOR THEIR SCIENCE TEACHING

P<??t

Blackboard

Overhead projector

Slides

Films

Models

Newspapers/periodicals

25*

Library

30*

Community experts

29*

n = 93 teachers
*p < .05

128

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135

TABLE 4.5

AVERAGE NUMBER OF OBSERVABLE TEACHER BEHAVIORS
NOTED PRIOR TO WORKSHOP AND THOSE FOLLOWING WORKSHOP
FOR A SINGLE CLASS PERIOD

Lectures (teacher talks for

5 minutes or more 3 q

Makes statements 21 11

0 Asks an input question 33 43

0 Asks a processing question 5 20*

0 Asks an output question 0 21*
Answers questions by providing

factual information 13 q*
Redirects students questions

to others 1 15*

Expresses lack of knowledge 0 14*
Asks students to elaborate

or clarify 0 23*
Uses, clarifies, or elaborates

a student's comment or question 2 15*

0 Ii.^ut level = counting, matching, naming, defining, observing, reciting,

identifying, recalling.

0 Processing level = synthesizing, analyzing, categorizing, exp'aining, comparing,
summarizing, inferring, sequencing, stating causality.

0 Output level « applying, imagining, evaluating, predicting, creating, speculating,
planning, generalizing.

* Tabulation based upon analysis of pre-post tapes for 25 volunteer teachers

* p < .05

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129

136

TABLE 4.6

SOURCES FOR KNOWLEDGE CONSIDERED IN
A SINGLE LESSON PREPARED BY TEACHERS
PRIOR TO AND FOLLOWING WORKSHOP PARTICIPATION

£re Post

Teacher reference to textbook 10 I*

Student reference to textbook 8 0*

Teacher reads from textbook 0 0

Student reads from textbook I q

Teacher reference to current event 4 21*

Student reference to current event 0 II*
Student reading from magazine,

newspaper, journal 0 2
Teacher reading from magazine,

newspaper, journal 0 0

Extended discussion of current event 0 12*

Extended discussion of student idea 0 13*

Tabulation based upon analysis of pre-post tapes for 25 volunteer teachers
* p < .05

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130

137

TABLE 4.7

TEACHER REFERENCES TO INTERDISCIPLINARY STUDIES PRIOR TO
AND FOLLOWING WORKSHOP PARTICIPATION

Pre Post

Societal applications of science 2 25
Technological application of

science 4 2 1

Ideas from other subject areas

Social Studies 0 ig

Language Arts 1 1 1

Geography 0 2

Mathematics 6 7

Industrial Arts 0 4

Tabulation based upon analysis of pre-post tapes for 25 volunteer teachers

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131

138

TABLE 4.8

STUDENT WORK MODE FOR CLASS PRIOR TO
AND FOLLOWING WORKSHOP

Post

Whole Class in discussion or lab

Small groups performing same task

Small groups performing different tasks

Individuals doing same task

Individuals doing different task

n = 25

Tabulation based upon analysis of pre-post tapes for 25 tapes selected from 93
volunteer teachers

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132

133

TABLE 4.9

MATERIALS USED BY STUDENTS IN SCIENCE LESSONS
PRIOR TO AND FOLLOWING WORKSHOP PARTICIPATION

PFg

Post

None

Manipulable science materials

16*

Books

Workbooks

Newspapers/Journals/Magazines

12*

Own paper, notebooks

Movies or film strips

n = 25

Tabulation based upon analysis of pre-post tapes for " volunteer teachers
* p < ,05

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133

Part V Project Summary

The Iowa Honors Workshop was conceived as a leadership development
program for teachers who had already been identified as exemplary or having
developed exemplary programs. The 2,000 teachers who were the architects of
the NSTA Search for Excellent Programs were sougL* out as prime participants.
Presidential Award recipients and teachers active in state and national
organizations were also encouraged to apply. One goal was to equip each
participant with skills and mater -als for making workshop presentations
concerning their exemplary materials and teaching practices. Other goals
included the sharing of curriculum ideas and the development of "hybridized"
versions of such materials. The teacher participants were also encouraged and
helped to develop articles for publication concerning their programs and their
teaching. Much time was spent with assessment and the actual collection of
information that provided real evidence of program effectiveness. One special
aspect of the program was to work with leaders in national organizations in
science education in terms of using the talented teachers enrolled as presenters
ar conventions, in leadership roles in the organizations, and as authors in their
publications. Many alliances in states were established and a permanent Think
Tank for science education is being formed.

The following numbers were involved as participants in the program:

1984-85 Leaders 36

Elementary Teachers 16

Middle/Junior High Teachers 22

Teachers of the Gifted in Science 39

Applications of Science 29

Science/Technology/Society 3 1

Total: 173

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134

141

1985- 86 Wyoming Center Elementary Teachers 33

Arizona Center Middle/Junior High Teachers 32

Pennsylvania Center Teachers of the Gifted in Science 30

Florida Center Applications of Science 29

Iowa Center Science/Technology/Society 31

Total: 155

1986- 87 Summer -

Wyoming Center Elementary Science 8

Florida Center Elementary Science 19

Utah Center Science/Technology/Society i 2

Iowa Center Science/Technology/Society 23

Total: 62

TOTAL FOR ALL THREE SUMMERS 390

1986-87 Academic Year -

Wyoming Center 53

Flr>rida Center 273

Utah Center 38

Iowa Center IO7

TOTAL IN FOUR STATES 47 1

GRAND lOTAL 3 SUMMER LEADERSHIP WORKSHOPS

PLUS 1986-87 ACADEMIC YEAR PHASE II WORKSHOPS 861

The following products have been produced and records submitted for inclusion
in the resource center at The University of Iowa:

Workshop Plans - 456
Workshop Presentations - 539
Manuscripts Prepared by Teachers - 286
Manuscripts Published by Teachers - 123
Curriculum Development Projects - 504

Many more were produced— but copies not submitted to the Workshop Central
Office (See Table 1.7).

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135

142

REFERENCES

General Studies Associated with Project Assessment:

Yager, R.E. Toward new meaning for school science. Educational Leadership
1984, 11(4), 12-18.

Yager, R.E., & Penick, J.E. Analysis of the current problems with school science

in the United States of America. European Journal of Science Educatinn

1983, 5(4), 463-469.

Yager, S.O., & Yager, R.E. Perceptions of science of third, seventh, and
eleventh grade students enrolled in Cedar Rapids (Iowa) schools. Iowa
Science Teachers Journal. Winter 1983-84, ZQiS), 9-14.

Yager» R.E., & Penick, J.E. What students say about science teaching and
science teachers. Science Education 1984, M(2;, 143-152.

Yager, S.E.,^ & Yager, R.E. The effects of school science upon select student
perceptions across grade levels. The Ohio Journal of Elementary Science

1984, 11(1), 14-18.

Yager, R.E., & Bonns^etter, R.J. Student perceptions of science teachers, classes,
and course content. School Science and Mathematics. 1984, 84(5), 406-414.

Penick, J.E., & Yager, R.E. Search for Excellence in Science Education. NSA
Newsletter, 1984 summer issue, 1^(4), 8.

Yager, R.E., & Hofstein, A. Enlarging the boundaries of school science.
Curriculum Review. 1984, 24(1), 85-90.

Yager, R.E. Preparing students for a technological world. Curriculum Review,

1985, 24(3), 21.

Yager, R.E. Science and Technology in general education. NSTA Yearbook,
Redesigning Science and Technology Education. 1984, 45-59. National
Science Teachers Association, 1742 Connecticut Avenue, N.W., V/ashington,
DC 20009.

King, D., & Yager, R. E. Exemplary science programs stress application over
academics. ASCD Curriculum Update. January, 1985.

Yager, R.E., & Bonnstetter, R.J. Student's view of science teachers, classes, and
course content. MSTA Journal. Fall, Winter, 1985 2i(l), 10-11.

Penick, J.E., Y Yager, R.E. Local communities affect science programs.
Educational Leadership. 1985, 42(6), 90-91.

Penick, J.E., Yager, R. E., & Bonnstetter, R.J. Science teaching— take your cue
from the best. MDSTA Science Review, 1985, 41(4), 15-16.

Bonnstetter, R.J., & Yager, R.E. A profile of excellence: teachers of exemplary
programs in elementary science. Science and Children^ 1985, 22(8), 45-46.

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136

143

ERIC

Yager, R.E., «fe Penick, J.E. Taking new goals for school science seriously.
Educational Leadership. 1985, 42(8), 86-87.

Yager, R.E. No science in K-12 science courses? Iowa Educational l eadership
Journal. 1985, i(2), 27-28.

Yager, RE., & Penick, J.E. Societal issues at the heart of the science
curriculum. Educational Leadership. 1985, 41(3), 83.

Yager, R.E. & Ibe, P. Factors that do not separate effective and ineffective
science teachers. Iowa Science Teachers Jnnrnfil, 1985, 22(2), 2-4.

Yager, R.E. The attitudes of the public toward science and science education.
Iowa Science Teachers Journal 1985, 22(2), 8-13.

Yager, R.E. What's wrong with school science? The Science Teacher 1986
51(1), 145-147. '

Yager, R.E., & Penick, J.E., Bring science to life by liberating it from the
classroom. The Executive Educator. 1986, ^(4), 26-27.

Yager, R.E. Searching for excellence. Journal of Research in Science Teaching

1986, 21(3), 209-217. ^

Penick, J.E., & Yager, R.E. Trends in science education: some observations of
exemplary programmes in the United States. European Journal of Science
Education, 1986, ^(1), 1-8. The Australian Science Teachers Journal. 1985,
li(3), 28-34. -

Yager, R.E., & Penick, J.E. Perceptions of four age groups toward science
classes, teachers, and the value of science. Science Education 1986 70(4)
355-363. ~' '

Yager, R.E. Teachers must want to improve. The Texas Science Teacher 1986
15(4), 21. '

Yager, R.E. The perceived importance of information for studying science.
School Science and Mathematics, 1987, §7(1), 55-61.

Yager, R.E. A primary foCwS for science education. Science Education News

1987, 1(3). '

Pogge, A.F., & Yager, Il.E. Citizen groups' perceived importance of the major
goals for school science. Science Education, 1987, 71.(2), 221-227.

Yager, R.E. Toward new meaning for school science. Educational Leadershir.
1984, 4i(4), 12-18.

Penick, J.R., & Yager, R.E. Search for Excellence in Science Education. NSSA
Newsletter. 1984 summer issue, l^^4), 8.

Yager, R.E. Constraints to science education improvement: A crisis of direction,
context, and understanding. Impact. 1984, 8(6), 11-13.,

Ya£vr, R.E., & Hofstein, A. Enlarging the boundaries of school science
Curriculum Review, 1984, 24(1), 85-90.

137

144

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^^^^"^1984^^(8)^ 694^696°"^^''^ school science. Journal of Chemical Education.

Yager, R.E. Preparing students for a technological world. Curriculum Review

1985, 24(3). 21. ~ '

Yager, R.E., & Yager, S.O. The effect of schooling upon understanding of
selected science terms. Journal of Research in Science Teaching. 1985 22f4)
359-364. '

Bonnstetter, R.J., Ji Yager, R.E. A profile of excellence: teachers oi exemplary
programs in elementary science. Science and Childrsn 1985, 22(8), 45-46.

Yager, R.E., & Ibe, P. Factors that do not separate effective and ineffective
science teachers. Iowa Science Teachers Joiirn;^!, i«>35, 22(2), 2-4.

Yager, R.E. Restructuring science teachers education programs as they move
toward an S/T/S focus. Science. T(;chnologv and Snciftty. Resources Tor
Scignpg EdygatPr!?. AETS Yearbook, 1985. ERIC, Columbus, OH, 46-55.

Yager, R.E., & Penick, J.E. Bring science to life by liberating it from t.he
classroom. The Executive Educator. 1986, &(4), 26-27.

Yager, R.E. Searching for excellence. Journal of Research in Science Teaching

1986, 22(3), 209-217.

Brunkhorst, H.K., & Yager, R.E. A new rationale for science education- 1985.
School Science and Matht^m^^it;;^, 1986, ^{5), 364-374.

Yager, R.E., & Hofstein, A. Features of a quality curriculum for school science.
Journal of Curriculum StiiHift.;, 1986, Jl(2), 133-146.

Yager, R.E. To -♦art with impact. Iowa Science Teachers Journal. 1986, 23(1)
2-3.

Yager, R.E., & Penick, J.E Perceptions of four age groups toward science

classes, teachers, and the value of science. Science Education 1986 70(4)
355-363. '

Penick, J.E., & Yagei, R.E. Science education: New concerns and issues. Science
Education. 1986, 70(4), 427-431.

Yager, R.E. STS - Something new in education. Bulletin of Science. Technoloov
^ Society. 1985, 1(6), 568-572.

Yager, R.E. STS-What does it mean? Science Scone. 19S6, J 0(1), 26-27.

Yager, R.E. Teachers must want to improve. The Texas Science Teac^her. |986
15(4), 21. '

Yagfcf, R.E. What kind of school science leads to college success? The Science
Teacher, 1986, 51(9), 21-25.

Yager, R.E. To start an STS course in K-12 settings. Bulletin or Science-
Technology & Society, 1986, 6(2&3), 276-281.

138

lib

Yager, R.E. The perceived importance of information for studying science.
School Science and Mathftmi^t'g^f 1987, S7(l), 55-61.

Yager, R.E. Problem solving: The STS advantage. Curriculum Reviaw 1987
26(3), 19-21. '

Yager, R.E. Emerging principles for successful STS efforts. Chautauqua Notes.
1987, 2(6). Science Education Center, The University of Iowa, Iowa Citv'
Iowa 52242.

Yager, R.E. STS science teaching emphasizes problem solving. The Education
Diggsi, 1987, September, 39-41. ~

Yager, R.E. Assess all five domains of science. The Science Teacher 54(7)
33-37, 1987. '

Yager, R.E. Science/Technology/Society as a Curriculum Organizer. Social
Science Perspectives Journal i(3), 1-16, 1987.

Yager, R.E., Snider, B., & Krajciic, J. (1987). Relative Success in College
Chemistry for Students who Experienced a High School Course in Chemistry
and Those Who Had Not. Accepted for publication. Journal of Research in
'Science Teaching.

Yage- R.E. The Power of ?. Current Issue for Making School Programs More
.Relevant. Social Science Record. Accepted for prbiication December 4
1987.

Yager, R.E. Student Attitudes About Science are superior in Schools with
Exemplary Science Programs. Science Scodr. Accepted for publication
December 12, 1987.

Yager, R.E. Exemplary Programs Boost Students' Attitudes Toward Science.
Accepted lOr publJcation December 30, 1987.

Yager, R.E. (1987). Needed: More Specific Evidence Concerning the Merits of
S/T/S Instruction. Accepted for publication. Teachers Clearinghouse for
Science and Soci^y Education Newsletter.

Yager, R.E., McCormack, A.J. Assessing Teaching/Learning Successes in Multiple
Domains of Science. Submitted for publication 1987, Science Education.

McCormack, A.J., Yager, R.E. Toward.' Taxonomy for Science Education.
Submitted for publication 1987, The Science Teacher.

ERIC

i39

Assessing the Impact
of the Iowa Honors

Workshop on
Science Teachers
and Students

APPENDICES

Robert E. Yager
Science Education Center
The University of Iowa

ASSESSING THE IMPACT OF THE IOWA HONORS WORKSHOP
ON SCIENCE TEACHERS AND STUDENTS

APPENDICES

Robert E. Yager
Science Education Center
University of Iowa

Final report for National Science Foundation Grant TEI-83 17395

ERIC

APPENDICES

TABLE OF CONTENTS

Foreword , ii

Acknowledgements iv

Appendix I
Appendix II
Appendix III
Appendix IV

Appendix V
Appendix VI
Appendix VII

Appc?ndix VIII
Appendix IX

Participant Rosters for Summer Honors Workshops. 1

Sample Listing of Participant Products 72

Workshop Staff for Each Summer and Each Program 99

Sampling of Feedback Questionnaires Used to Assess

Workshop Impact 105

Sample Copies of Honors Workshop Newsletter 156

Samples of Chautauqua Newsletter, 218

Published Manuscripts Providing Rationale and
Assessment Results for STS in Iowa

Other Manuscripts Which Relate to STS Effort in Iowa 308

STS Assessment Instruments in Five Domains of Science

Education 35^

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Foreword

The Iowa Honors Workshop has been a most gratifying experience for the
staff and from all accounts the 861 participating science tenchers and leaders in
science education. Many continuing friendships and much professional dialogue
remains as testimony to the success of the effort. An entire report could be
prepared based upon the impressions, statements of value, and examples >f what
happened in the lives of the participants and staff following the workshops.
However, this report is meant to be a focus upon more quantifiable outcomes.
The assessment of students enrolled in classrooms of the Phase II teachers
(teacher-- who sought to learn about the programs and teaching strategies of the
Honors group selected for the summer series) who were enrded in workshops
taught by teachers of exemp programs. The report focuses upon the efforts
to improve science in elementary schools and the move to
science/technology/society programs in upper elementary junioi high schools.
These efforts represented major departures from the original proposal but were
directions that both the NSF staff and the Iowa staff were excited to take.

In one sense this report focuses upon the project as a whole with Jocks at
what was proposed, what happened during the three summers, the materials and
programs produced, and the results that occur when new teache/s and their
students become involved with exemplary science materials and teachers judged
to be exemplary. This report does not attempt to summarize nor duplicate the
interim reports that were submitted to NSF following the summer activities in
1984, 1985, and 1986.

The effort over a four year period has been a major one. It has affected
many students, teachers, and schools. It has involved an ever growing staff as

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15U

communications and involvement with the scientific and industrial communities
have increased.

Although there have been significant changes in NSF staff, philosophy, and
direction during the 1984-88 period, this project (Grant #TEI-83 1-7395) has
resulted in many tangible products and many measured improvements. The
readers must judge the ultimate significance and impact. Hopefully, this report
will provide mucli direct evidence indicating the success of the program and
proper use of NSF funds.

Robert E. Yager

Project Director

ERIC

Acknowledgments

Spf ial thanks are extended to Ronald Bonstetter whose efforts and
leadership got the program rolling. After his departure, Joan Tephly became the
full time coordinator for the last three years. Her conscientious efforts are in a
large way responsible for the final products. The several secretaries associated
with the project were essential ingredients in keeping the rscords, the
communication, and the accounting on task. Special thanks is extended to
Carolyn Lewis who was involved intimately with the process until all the testing
was completed at the end of July, 1986. Dora Thompson stepped in at the end
of the funding period to organize and prepare this final suppor'

To NSF staff, the workshop staff, and all 861 participants, I say thank you
for jobs well done. Your involvement made he task of directing the four year
effort an enjoyable and rewarding experience.

Robert E. Yager
Project Director

'hi

APPENDIX I

PARTICIPANT LOSTERS FOR SUMMER HONORS WORKSHOPS

1984 SCIENCE/TECHNOLOGY/SOCIETY HONORS WORKSHOP ROSTER

THE UNIVERSITY OF IOWA
June 10 - June 23, 1984

Name
Position

Gary W, Appel
Director

Gayle M. Ater
Chem/Physics Teacher

James E. Boles

Richard F. Brinkerhoff

Physics/Chem/Astronomy

Retired

Wayne C. Browning
Science Teacher

Larry G. Clark
Physical Science Teacher

Anna C. Codner
Physical Science/9th

Michael J. Demchik
Teacher

V. Carol Demchik
Teacher

Sondra Dexter
Teacher

Home Address
Home Telephone

208 Lincoln, #3
Santa Cruz, CA 95060
(408_ 425-8408

8026 Jefferson (Former)
Highway Apt #356
Baton Rouge, LA 70809
(504) 928-5328

RR, Box 9458
Spirit Lake, lA 51360

RR 3, Box 33
Exeter, NH 03833
(603) 772-3596

1 5 Overlook Road
New City, NY 10956
(914) 634-4941

161 1 Ammon Road
Toledo, OR 97391
(503) 336-3781

43 1 1 Sunset Lane
Columbus, NE 68601
(402) 563-2920

E -X 265

Madison, WV 25130
(304) 369-4548

Box 265

Madison, WV 25130
(304) 369-4548

2451 Legacy Drive
SRA Box 1856
Anchorage, AK 99516
(907) 345-0182

P^of^ssional Address
Professional Telephone

Life Lab Science Programs
809 Bay Avenue
Capitola, CA 95010
(408) 476-7140 ext 223

LSU Laboratory School
Louisiana State University
Baton Rouge, lA 70803
(504) 338-3221

Spirit Lake High School
Spirit Lake, lA 51360

Phillips Exeter Academy
Exeter, NH 03833
(603) 772-4311

Clarkstown Sr. High School
Crestwood Road
New City, NY 10956
(914) 634-1831

Toledo High School
Ollalla Road
Toledo, OR 97391
(503) 336-5104

Columbus Junior High School
161 25th Avenue
Columbus, NE 68601
(402) 564-7284

Boone County Schools
Madison, WV 25130
U04) 837-3694

Boone County Schools
Madison, WV 25130
(304) 837-3694

Wendler Junior High School
2905 Lake Otis Parkway
Anchorage, AK 99516
(907) 277-3591

ERLC

J53

Name
Position

Dale Dye
Biology Teacher

Therese Ehrhart
Science Teacher

Julie A. Evans
Biology/Chem. Teacher

Charles E. Hafey
Physic/ Astronomy/
Chemistry Teacher

Jon Harkness
Science Coordinator

Curt Johnson
Science Teacher

David Kanellis
Teacher

Eva Kirkpatrick
Teacher

Arthur E. Lebofsky
Science Dept. Chairman

Teri E. Marchese
Bilingual Classroom

Home Address
Home Telephone

1027 East Court Street
Iowa City, lA 52240
(319) 351-300e:

1015 West Benton #57
Iowa City, lA 52240
(319) 338-8904

RR 3, Box 217A
Tipton, lA 52772
(319) 886-3452

280 East Broad Street
Columbus, OH 43215
(614) 459-8122

1628 Becher Drive
Wausau, WI 54401
(715) 675-6424

14585 Hickox Street
Burton, OH 44021
(216) 834-4424

1115 Wylde Green Road
Iowa City, lA 52240
(319) 338-3128

3511 Stonebrook Forest
Imperial, MO 63052
(314) 942-.^034

7 Hofsehoe Court
New City, NY 10956
(914) 634-3588

240 Snyder Avenue
Aromas, CA 95U04
(408) 726-3103

Professional Address
Professional Telephone

West High School
2901 Melrose Avenue
Iowa City, lA 52240
(319) 351-4550

West Branch High School
Box 637

West Branch, lA 52358
(319) 643-5323

COSA Outreach Program
280 East Broad Street
Columbus, OH 43215
(614) 228-6362

1200 West Wausau Avenue
Wausau, WI 54401
(715) 675-3351

University Schools
Shaker Heights, OH 44122
(216) 932-0400

West High School
2901 Melrose Avenue
Iowa City, lA 52240
(319) 351-4550

Seckman Junior High-Fox 05
2811 Seckman Road
Imperial, MO 63052
(314^ 296-5707

Clarkstown South H.S.
Oemarest Mill Road East
Wew City, NY 10956
(914) 623-9170

Hall Elementary School
300 Sill Road
Aromas, CA 95004
(408) 728-6371

154

Name
Position

Home Address
Home Telephone

Professional Addre.^s
Professional Telephpne

Loren B. Miller
Biology Teacher

Waltina Mroczek
Teacher

Cliff J. Prentice
Physics Teacher

Muriel B. Quinton
Science Tcher/Dept Head

Kathleen P. Ranwez
Science/Health Teacher

Greg K. Smith
Biology/Physics/
Chemistry Tchr/Dept Head

Pamela Stewart
Math Teacher

Bernita E. Stiles

6th Grade Science Tchr

Diane Thiel
Biology Teacher/
Science Dept. Head

Mark W. Thomas
Director/Bilingual Tchr

David Ulmer
Science Teacher

610 Lynn Street
Tipton, lA 52772
(319) 886-2956

18127 Scottsdale Blvd.
Shaker Heights, OH 44122
(216) 751-2786

2134 Cartwright Road
Missouri City, TX 77459
(713) 499-1266

8408 West 77th Way
Arvada, CO 80005
(303) 424-0' )5

RR 3, Box 27A
Scottsburg, IN 47170
(812) 752-6208

15120 Hemlock Point
Chagron Falls, OH 44022
(216) 338-3597

2014 7th Avenue North
Fort Dodge, lA 50501
(515) 573-7857

12937 Leech

Sterling Hghts,MI 48077

Unpublished

1312 Cliff Drive
Santa Cruz, CA 95060
(408) 458-2088

1407 Holmes Drive
Colo Springs, CO 80909
(303) 633-4400

Tipton Communit) School
400 East 6th
Tipton, lA 52722
(319) 886-2956

Hilltop Elementary School
Beechwood, OH 44122
(216) 464-2600

Missouri City Jr. High
Missouri City, TX 77489
(713) 499-9537

Moore Junior High School
84 West 88th Avenue
Arvada, CO 80005
(303) 420-8641

Crothersville Senior High
North Preston
Crothersville, IN 47229
(812) 793-2051

University School

Sliaker Heights, OH 44122

(216) 393-1546

Fair Oaks Middle School
Fort Dodge, lA 50501
(515) 576-3138

Lincoln High School
Warren, MI 48089
(216) 393-1546

Santa Cruz Gardens Elem.
Life Lab

8005 Winkle Avenue
Santa Cruz, CA 95060
(408) 476-0525

William Mitchell High
1205 Potter Drive
Colorado Springs, CO 80909
(303) 653-6491

Box 98

Steamboat Rock, lA 50672
(515) 868-2284

Steamboat Rock Sch. Dist.
Steamboat Rock, lA 50672
(515) 868-2226

155

1984 ELEMENTARY HONORS WORKSHOP ROSTER
THE UNIVERSITY OF IOWA
June 24 - July 8, 1984

Nanie
Position

Home Address
Home Telephone

Professional Address
Professional leleohone

Claire R. Allen
Science/5 th

Maryjean Carlson
2nd Grade Teacher

Camilla Dalton

Sci Resource Teacher

Jean M. Ham'in
Science Specialist

Janet M. Koffey
Elementary Teacher

Judy C. Holtz

Elem Sci Resource Tchr

Nancy C. Kyle

Carmen R. Matos
Teacher

2012 Ashmore Drive
Ames» lA 500i0
(515) 292-9149

447 Cavalier Court
West Dundee, IL 60118
(312) 428-1626

808 West 19th
Anchorage, AK 99503
(907) 272-3344

1 138 East Sesame Street
Tempe, AZ 85282
(602) 838-3594

310 Melrose Court
Iowa City, lA 52240
(319) 338-8904

6988 NW 9th Way

Ft. Lauderdale, FL 33309

(305) 973-7136

2510 Southerest Drive
Arlington, TX 76016
(817) 496-0250

3804 Poplar Avenue
Brooklyn, NY 11224
(212) 946-0424

Louise Crawfoid Elementary
415 Stmton
Ames, lA 50010
(515) 292-7422

John Muir School
1973 Kensington Lane
Schaumburg, IL 60172
(312) 885-6778

Anchorage School District
2231 South Bragaw
Benson f^uilding
Anchorage, AK 99508
(907) 276-8011

Mesa Public Schools
Science Resource Center
549 North Stapley Drive
Mesa, AZ 85204
(602) 898-7815

Roosevelt Elementary School
611 Greenwood Drive
Iowa City, lA 52240
(319) 338-9428

Division of Instruction
Science Department
Fc Lauderdale, FL 33309
(305) 765-6046

CSD #19 Natures's Niche
557 Pennsylvania Avenue
Brooklyn, NY 11224
(212) 257-0900 ext 232

ERIC

156

Name
Position

M«ry McCurdy
Science/Math Teacher

Kathleen Melander
Supr/Dept Head Elem Sci

Michael J. O'Keefe
K-6 Science Teacher

Linda J. Ost

Sci Resource Teacher

James Spevak

Undergrad Academic Adv.

Nathan O. Tosten
Classroom Tchr/5th

Lauren H. Wilson
Elementary Science

Joanne Wolf
Science Specialist

Home Address
Home Telephone

7901 East Avon Lane
Lincoln, NE 68505
(402) 464-8136

1026 Warwick Avenue
Warwick, RI 02880
(401) 738-6306

Lost Acres
Chepachet, RI 02814
(401) 568-8188

6430 Dena Court
Bakersfield, CA 93380
(805) 393-5828

1929 Friendship
Iowa City, lA 52240
(319) 337-6123

3417 Harcourt Drive
Ames, lA 50010
(515) 232-7710

18 Brook Avenue
Riverside, RI 02915
(401) 437-1623

20i5 East Hampton #53
Mesa, AZ 85204
(602) 892-0183

Prof essionaLAddress
Professional Telephone

Morly Elementary School
6800 Monterey Street
Lincoln, NE 68505
(402) 488-1331

Warwick Public Schools
Warwick Lane
3400 Warwick Lake Avenue
Warwick, RI 02880
(40i) 737-3300 ext 267

Warwick Public Schools
Warwick Lane
3400 Warwick Lake Avenue
Warwick, RI 02880
(401) 737-3300

Bakersfield City Sch. Dist.
Freemont School
Texas Street
Bakersfield, CA 93308
(805) 327-3311

University of Iowa
783 Van Allen Hall
Iowa Citv, lA 52242
(319) 337 -6123

Rooselvelt Elementary Sch.
921 9th

Ames, lA 50010
(515) 232-7799

Cedar Hill Elem. School
Warwick, RI 02889
(401) 737-3300

Mesa Public School District

Resource Center

549 North Stapley Drive

Mesa, AZ 85204

(602) 898-7815

ERiC

1984 MIDDLE/ JUNIOR HIGH HONORS WORKSHOP ROSTER
THE UNIVERSITY OF IOWA
June 24 - July 7, 1984

Name
Position

Sharon E. Bartel

6th Grade Science? Tchr.

John A. Hartley
Science Supervisor
K-12

Bonnie F. Brunkhorst
Physical Sci/8th Grade

Herbert Brunkhorst
Life Sci/7-8th Grade

Sharon S. Close
Science Teacher

Hannah L. Edwards
Classroom Teacher

John S. Francis
Classroom Teacher

David L. Gerlits
Classroom Teacher

Fred W. Goerisch
Science Teacher/7th Gr.

Home Address
Home Telephone

421 West 9th
Cordell, OK 73632
(405) 832-2953

510 Lafr^yette Avenue
CollingOale, PA 19023
(215) 586-8694

547 Great Elm Way
Acton, MA 01718
(617) 263-7056

8774 Chase Drive #34
Arvada, CO 800C3
(303) 423-9749

459 Zieman Street
Prichard, AL 36610
(205) 452-4114

116 West Sixth Street
Muscatine, I A 52761
(219) 263-4793

706 12th Avenue
Coralville, lA 52241
(319) 351-8247

2400 Captain Cook
Anchorage, AK 99503
(905) 248-1478

Professional Address
Professional Telephone

Cordell Elementary
Cordell, OK 73632
(405) 832-3220

Springfield School Dist.
1 1 1 West Leamy Avenue
Springfield, PA 19023
(215) 544-5800 ext. 236

Evans Clark Junior H.S.
Stedman Road
Lexington, MA 02173
(617) 861-6082

Brown Junior H.S.
125 Meadowbrook Road
Newton, MA 02148
(617) 552-7049

Everett Junior H.S.
3900 Kioling
Wheatridge, CO 80033
(303) 421-C910

Semmes Middle School
Wolf Road
Prichard, AL 36610
(205) 649-0641

West Middle School
600 Kindler Avenue
Muscatine, lA 52761
(319) 263-0411

Franklin Junior H.S.
300 20th Street N.E.
Cedar Rapids, lA 52402
(319) 398-2452

Hanshew Junior H.S.
5577 Abbott Road
Anchorage, AK 99503
(905) 346-2111

158

Name
Position

Rosamond D. Hilton
ScL Ed. Specialist

Ronald E. Jarrell
Earth & Life Science

Robert E. Lewis
Science Teacher/8 th

Beverly McMillan
Middle Sch. Sci. Head

Barbara B. Nair
Earth Science/7th

Sulaiman N. Razali
Physics & Physical Sci.

Marvin D. Seines
Science/9th

Robert B. Sigda
Science Teacher

Linda Sliefert
Science/8 th

Dana P. VanBurgh
Earth Science Tchr.

Homg Tglgphgng

3520 Castle Road
Woodstock, IL 60098
(815) 338-5286

2307 Mercer Drive
Cocoa, FL 32926
(305) 63N0824

2611 Silverside .Road
Wilmington, DE 19810
(302) 475-8025

603 SW 7th
Marietta, OK 73448
(405) 276-5480

6 Warwick Circle
Iowa City, I A 52240
(319) 351-7648

408 S. Dubuq .c Street
Iowa City, lA 52240
(319) 354-2312

2325 Crestwood Road
Sioux Falls, SD 57105
(605) 332-6568

37 High Pasture Circle
Dix Hills, NY 11746
(516) 421-4557

1512 DeWitt
Muscatine, lA 52762
(319) 263-6153

7805 West Chalk Creek
Casper, WY 82604
(307) 234-7243

Professional A<j4rg??
Professional Telephone

Nash High School
4837 W. Erie Street
Chicago, IL 60644
(815) 287-8373

Clearlake Middle School
Clearlake Road
Cocoa, FL 32926
(305) 636-4020

Hanby Junior iLS.
Berwin Road
Wilmington, DE 19810
(302) 429-4436

Marietta Middle School
510 Gillian
Marietta, OK 73448
(405) 276-3866

Southeast Junior H.S.
2501 Bradford Drive
Iowa City, lA 52240
(319) 351-8242

Grant Wood Area Ed. Agency

S/T/S Project
Ced-^r Rapids, lA 52408
(319) 399-6700

Patrick Henry Junior H.S.
2200 South 5th Avenue
Sioux Falls, SD 57105
(605) 332-6568

Walt Whitman High School
West Hills Road
Huntington Station, NY 11746
(516) 673-1711

West Middle School
600 Kindler
Muscatine, lA 52762
(319) 263-0411

Dean Morgan Junior H.S.
1440 South Elm
Casper, WY 82604
(307) 266-2055

ERLC

159

Name
Position

Daniel Van Gorp
Science Coordinator

Janet L. Wolanin
Environmental Science
Teacher

Stuart O. Yager
Principal

Home Address

2957 South Race
Denver, CO 80210
(303) 757-2822

1013 Cherokee Road #3
Louisville, KY 40204
(502) 456-5270

515 East Market
Farmer City, IL 61892
(309) 489-5201

Professional Address
Professional Telephone

Cherry Creek High Schools
9300 East Union
Denver, CO 80210
(303) 773-8920

St. Francis School
11000 US Hwy 42
Goshen, KY 40026
(502) 228-1197

Mansfield Junior H.S.
McKinley Street
Farmer City, IL 61892
(309) 928-9236

ERIC

160

1984 GIFTED AND TALENTED HONORS WORKSHOP ROSTER
THE UNIVERSITY OF IOWA
July 8 - July 21, 1984

Name
Position

Jane R. Abbott
Biology Teacher

Sam E. Bates
Biology Teacher

James Bodolus
Science Teacher

Gary R. Boyer
Biology/Physics Tchr

Arthur S. Broga
Science Teacher

Linda S. Brown
Science Dept. Chairman

Mary L. Chattin
Contract Sub. Teacher

Hannah L. Edwards
Teacher

Arthur P. Elbert
Biology I & II

Home Address
Home Telephone

6 Riverside? Avenue
Waterville, ME 04901
(20?) 872-5097

169 Indian Creek Drive
Levittown, PA 19057
(215) 949-2348

133 Popodickon Drive
Boyertown, PA 19512
(215) 367-6031

55 Hillside Drive
Neffs, A 18065
(215) 767-6217

420 Wilbur Street
Oneida, NY 13421
(315) 363-8497

130 Carneigie Place
Pah, PA 15208
(412) 371-3770

RR 2, Box 177
Lexington, IN 47138
(812) 889-2072

459 Ziernan Street
Prichard, AL 36610
(205) 452-4114

293 East Seminole
Springfield, MO 65807
(417) 883-0555

Professional Address
Professional Telephone

Colby College
Brooklyn Avenue
Waterville, ME 04901
(207-873-2751

Bensalem Community Schools
4319 Hulmeville
Bensalem, PA 19020
(215) 244-2944

Boyerf^ West Center
Sou ''^^ >n Center
Boyerto. PA 19512
(215) .367-7779

Parkland High School
Orefield, PA 18069
(215) 395-2021

Robert St. Canastate H.S.
Canastate, NY 13002
(315) 697-2003

Winchester-Thurston School
555 Moreland Avenue
Pah, PA 15213
(412) 578-7500

Scott Co. School Dist. 2
Sccttsburg, IN 47170
(812) 752-3624

Semmes Middle School
V/ulff Road
Prichard, AL 366 IC
(205) 649-0641

Lincoln High School
3710 S. Jefferson Avenue
Springfield, MO 65807
(417) 864-3921

Julianne R. Green
Science Tchr/Dept. Head

818 Mullen Road NW
Albuquerque, NM 871u7
(505) 344-1963

St. Pius High School
2240 Louisiana Blvd NE
Albuquerque, NM 87110
(505) 883-6870

ERLC

10 Jej

Position

Joan W. Ilall
Middle Sch. Science
Teacher

Dorothy S. Helms
Chemistry Teacher

Rosamond P. Hilton
Teacher

Dallas H. Hunter
Biology Teacher

Linda Y. Jennings
Museum Education Tchr.

Darlene S. Jones
Teacher

Katharine M, Lien
Biology Teacher

Joseph Michel
Biology Teacher and
7-12 G/T Coordinator

Carol K. Mohling
Co-director/Naturalist

Home Address
Home Telephone

1146 Meadowind Court
Cincinnati, OH 45231
(513) 522-7073

Route 2, Box 9

China Grove, NC 28023

(704) 857-8251

3520 Castle Road
Woodstock, IL 60098
(312) 338-S286

1383 Sanger Street
Philadelphia, PA 19124
(2I5j 289-2674

6645 Lincoln Drive
Philadelphia, PA 19)19
(215) 848-3341

6 Evelyn Lane SR
Quakenown, PA 18951
(215) 536-0489

P.O. Box 313
Greenville, NY 12083
(518) 966-8566

8900 Elliot Avenue So.
Bloomington, MN 55420
(612) 854-7846

26325 W. 135th Street
Olathe, KS 66061
(913) 884-8832

Professional Address
Professional Telephone

Summit County Day School
2161 Grandin Road
Cincinnati, OH 45208
(513) 871-7507

South Rowan Junior H.S.
Route I

China Grove, NC 28023
(704) 857-1161

Henry H. Nash School
4837 W. Erie Street
Chicago, IL 60644
(312) 287-8373

H.S. of Engineering & Sci.
17th & Norris
Philadelphia, PA 19124
(215) 684-2800

Philadelphia Zoo
34th & Girard Avenue
Philadelphia, PA 19119
(215) 243-1100

Perridge School District
1500 Fifth Street
Perkasie, PA 18944
(215) 536-0489

Center for the Gifted
902 Kimbrough
Springfield, MO 65804
(417) 864-3987

Guiderland Central Sch.Dist.
Guiderland Center, ^ Y 12084
(518) 456-6200

Richfield High School
7001 Harriet Avenue South
Richfield, MN 55423
(612) 861-8245 ext. 385

The Prairie Center
26325 W. 135th Street
Olathe, KS 6606!
(913) 884-8832

Dona P. Key

Classroom Resource Tchr

2278 Inglewood
Springfield, MO 65804
(417) 881-1659

162

Position

Wendell G. Mohling
Outdoor Lab Director

Del L. Nusbaum
Math & Science '
T&G Teacher

Evelyn Osherow
Teacher- -Gifted
Grades 3/4/5

Home Telephone

26325 W. 135th Street
Clathe, KS 66061
(913) 884-8832

1336 Be'iCon

Grants Pass, OR 97526

(503) 476-5504

1122 Brighton Street
Philadelphia, PA Dill
(215) 342-4027

1008 Washington Blvd.

Gloria A. Pritikin

Science Tchr/Co-Chairman Oak Park, IL 60302

l312) 386-6006

Robert H. Ramgren
Chemistry Teacher

Judith M. Randals
Science Teacher

Gary Rebbe
Science Coordinator

Marvin D. SeL js
Science Teacher

Walter F. Soule
Physics Teacher

Elfriede W.
Teacher

Tillman

800 i.akeview Drive
Shore 'iev/, MN 55112
(612) 484-1541

Box 1025

Cape Canaveral^F^ 32290
(305) 784-5694

8423 Lotus
Skokie, IL 60077
(312) 996-5569

2325 Crestwood F.oad
Sioux Falls, SD 57105
(605) 332-6568

70 Raleigh Tavern Lane
North Andover,MA 01845
(617) 683-7851

Shaughnessy Road
Pleasant Valley,NY 12569
(914) 471-7031

Professional Address
Professional Telephony

12701 W. 67th Street
Shawnee Mission, KS 66216

(913) 631-4646

Lincoln Savage School
1851 New Hope Road
Grants Pass, OR 97526
(503) 862-2171

Delron Middle School
Chester Avenue
Delron, NJ 08075
(609) 461-6100

Henry H. Nash School
4837 West Erie
Chicago, IL 60644
(312) 287-8373

Stillv/ater High School
Marsh Sticet
Stillv/ater, MN 55082
(612) 439-3694

Kennedy High School
Fiske Blvd.
Rockledge, FL 32955
(305) 631-9500

Melody School
412 South Keeler
Chicago, IL 60624
(312) 638-1235

Patrick Henry High School
2200 South Fifth Avenue
Sioux Falls, SD 57105
(605) 339-1540

Winchesisr High School
80 Skilllags Road
Winchester, MA 01890
(617) 721-7020

Rt. 55

Freedom Plains
Lagrangeville, NY 12540

(914) 724-5840

ERIC

163

Name
Position

Home A.ddress
Home Telephone

Professional Address
Professional Telephone

James H. Tomlin
Biology Teacher

Robert L. Tosttvin
Science Teacher

Sister Xaveria Whittmann
Science Instructor

David A. Wiley
Science Instructor

Imogene E. Woods
Math/Science for Gifted/
Sth & 6th

Patricia A. Yagecic
Science Teacher

Irvin A. Yudkin
Principal

J?^net A. Yudkin
Teacher

George S.Zahrobsky
Science Dept. Chairman

Box 214B

Layton Road

Clarks Summit, PA 18411

(717) 587-4905

1 1 Homestead Drive
Coopersburg, PA 18036
(215) 282-3169

507 College Avenue
Waukesha, WI 53186
(414) 542-3396

1446 Bristol Road, C-47
Bensalem, PA 19020
Unpublished

Route 2, Box 90-31
Ozark, MO 65721
(417) 725-3384

4726 B Grant Avenue
Philadelphia, PA 19114
(215) 637-7731

1301 Knorr Street
Philadelphia, PA 19111
(215) 342-7984

1301 Knorr Street
Philadelphia, PA 19111
(215) 342- '984

336 May Avenue
Glen Ellyn, IL 60137
(312) 469-8682

Wyoming Valley West
Wadhams Street
Plymouth, PA 18651
(717) 779-5361

William Allen High School
17tb & Turner Street
Allento%rn, PA 18104
(215) 820-2223

Catholic Memorial School
601 E. College Avenue
Wausheha, WI 53186
(414) 542-7101

Bensalem High School
Bensalem, PA 19020
(215) 245-6467

Center for the Gifted
902 Kimbrough
Springfield, MO 65802
(417) 864-3987

Bensalem Community Schools
4319 Hulmeville R-^ad
Bensalem, PA 19020
(215) 244-2944

Lewis Elkin Elem. School
"D" Street & Allegheny Ave.
Philadelphia, PA 19134
(215) 425-4290

Lewis Elkin E' :n. School
"D" Street & Allegheny Ave.
Philadelphia, PA 19134
(215) 425-4290

Glenbaro West High School
670 Crescent Blvd.
Glen Ellyn, IL 60137
(312) 469-8600

ERLC

164

1984 APPLICATIONS OF SCIENCE HONORS WORKSHOP ROSTER
THE UNIVERSITY OF IOWA
July 8 - July 21, 1984

Name
Position

Anne E. Barefoot
Physics/Chemistry Tchr.

Alta J. Barker
Teacher

Clayton R. Barker
Classrm. Tchr.

Donald L. Birdd
Assoc. Professor of
Science Education

John D. Butler
3rd Grade Teacher

Nancy L. Dickman
Physics/Chemistry Tchr.

Bill A. Feldon
Classrm. Tchr.

Jose D. Florez
Chemistry Teacher

Gerald E Friday
Biology Teacher

Home Address
Home Telephone

Rt. 1, Box 98
Hallsboro, NC
(919) 646-3516

F.O, Box 318
Grant, FL 32949
(305) 725-7343

P.O. Box 318
Grant, FL 32949
(305) 725-7343

Professional Address
Professional Telephone

Whiteville High School
Lee Street

Whiteville, NC 28472
(919) 642-8054

Port Malabar School
1241 SvV Addison Street
Palm Bay, FL 32907

Palm Bay Elementary Sch.
515 AUamanda Road
Palm Bay, FL 32907
(305) 723-1005

27 Parke Dr.,Fountain Pk.Eastem Kentucky Univ.
Richmond, KY 40475 Mode! Laboratory School
(606) 624-0794 Richmond, KY 40475

(606) 622-3766

SR Box 21 Monte Road
Eagle River, AK 99577
(907) 694-3069

412 B Jaysviilc* Lane #1
Iowa City, lA 52240
(319) 354-4283

2907 Fairway Drive
Melbourne, FL 32901
(305) 727-7907

3314 East Whiteside
Springfield, MO 65804
(417) 883-2349

4165 North 80th Street
Milwaukee, WI 53222
(414) 461-1106

Eagle River elementary
Bragaw Street
Anchorage, AK 99577
(907) 694-2225

Marion High School
2200 North 10th Street
Marion, lA 52302
(319) 337-7373

Meadow Lane Elem. School
225 Minton Road
West Melbourne,FL 3290!
(305) 723-6354

Kickapoo High School
3706 South Jefferson
Springfield, MO 65807
(417) 864-3921

Marquette High School
3401 W. Wisconsin Avenue
Milwaukee, WI 53208
(414) 933-7200

ERLC

165

Name
Position

Steven M. Giere
Biology/Science Dept.

Bruce D. Hogue

Jr. High Science Tchr/

Karen A. Johnson
Earth Science Tchr.

David V. Keene

6th Grade Science Tchr.

Joyce P. Merriwether
Teacher

Jack E. Neal
Biology Teacher

Sandra L. Neal
High School Teacher

Ronald L. Newland
Physics/Chemistry Tchr.

Jean B. O'Quinn
Elementary Teacher

Anne V. Pitchell
Life Science Teacher

Home Address
Home Telephone

P.O. Box 718
Brookings, OR 97415
(503) 469-4924

3844 South Grant
Englewood, CO 80110
(303) 789-1130

2117 Tiieste Drive
Mims, FL 32754
(305) 268-44^6

4465 Lee Street
Cocoa, FL 32916
(305) 631-7396

10744 South Sangamon
Chicago, IL 60643
(312) 631-7396

512 W. Lemon Street
Lancaster, PA 17603
(717) 392-8260

733 West 7th Street
Moncicello, lA 52310
(319) 465-5143

2685 Lake Hill Road
Melbourne, FL 32935
(305) 254-6128

1900 Poinsetta Blvd.
Melbourne, FL 32935
(305) 724-2409

Professional Address
Professional Telephone

Brookings- Harbor H.S.
P.O. Box 640
Brookings, OR 97415
(503) 469-2108

Joha^>ton Junior H.S.
1855 Soutiiwright Street
Engiewood, CO 80110
(303) 985-1545

Johnson Junior H.S.
2255 Croton Road
Melbourne. FL 32901
(305) 259-3341

Meadow Lane Elem. School
225 Nunton Road
West Melbourne, FL 32901
(305) 723-6354

Brennan Elementary School
11411 S. Eggleston
Chicago, IL 60643
(312) 821-2741

McCaskey High School
445 N. Reservoir Street
Lancaster, PA 17602
(717) 291-6211

McCaskey High School
445 N Reservoir Street
Lancaster, PA 17602
(717) 291-6211

Monticello Schools
217 South Maple Street
Monticello, lA 52310
(310^ ^65-4255

Sherwood Elementary Sch.
QOO Post Road
Melbourne, FL 32901
(305) 254-6424

Johnson Junior High School
Croton Road
Melbourne, FL 32901
(305) 259-3338

ERLC

166

Name
Position

Home Address
Home Telephone

Professional Address
Professional TeleoiiOne

Anto? ' lie Rubalcaba
Teac^jr

Robert J. Snavely
Curriculum Coordinator

r^nielle M. Spaete
Physics/Biology Tchr.

Leonard Sparks
Museum Educator

Arlyn D. Thomas
Teacher

Richard Tompkins
Instructor

Ilene J. Wagner
4th Grade Teacher

Michael J. Weller
K-12 Guidance

Susan H. Weller
Resource Room Aide

Patricia S. Whitfield
7th Grade Life Science/
Department Chairman

1448 West Chestnut
Chicago, IL 60622
(312) 278-1684

1606 North 29th Street
Sheboygan, WI 53081
(414) 457-9402

1006 Fourth Street
DeWitt, I \ 52742
(319) 659-8516

379 Wyandette, #2
Columbus, OH 43201
(614) 268-0922

2411 Carter Place
Sioux Falls, SD 57105
(605) 338-2030

1614 Sanford Drive
Iowa Falls, lA 50126
(319) 273-2311

5220 North Winthrop
Chicago, IL 60o40
(312) 271-7203

Box 384

Sunburst, MT 39482
(406) 937-6030

Box 384

Sunburst, MT 59482
(406) 537-6030

1514 Anglers Drive
Palm Bay, FL 32905
(305) 727-3663

Inter American Magnet Sch.
901 West Barry Avenue
Chicago, IL 60657
(312) 525-4604

Kohler Schools
Kohler, WI 53044
(414) 457-9404

Pleasant Vallej -iigh School
Belmont Road
Pleasant Valley, lA 52767
(319) 332-5151

COSI

280 E. Broad Street
Columbus, OH 43215
(614) 228-6362

Patrick Henry Junior High
2400 South 5th Avenue
Sioux Falls, SD 57105
(605) 339-1540

University of No. Iowa
Cedar Falls, lA 50613
(515) 648-3521

Henry H. Nash School
4837 West Erie
Chicago, IL 60644
(312) 287-8372

Nc .h Toole County School
Box 710

Sunburst, MT 59482
(406) 937-2811

Bitterroot Elementary Sch.
622 North Granite
Shelby, MT 59474
(406) 937-5591

Stone Middle School
1101 University Blvd.
Melbourne, FL 32901
(305) 723-0741

1984 LEADERSHIP HONORS WORKSHOP ROSTER
THE UNIVERSITY OF lOV/A
June 9 - June 23, 1984

Name Home Address Professional Address

Home Telephone Professional Telephone

Jane R. Abbott

Bill G. Aldridge

John Carpenter

William R. Gary

Richard C. Clark

Kenneth W. Dowling

Marvin Druger

1. Dwaine Eubanks

6 Riverside Avenue
Water ville, ME 04901
(207) 87?-S097

531 N. Lombardy
Arlington, VA 22203
(713) 522-0602

1719 Koulter Drive
Columbia, SC 29210
(803) 772-1839

881 Terry Place
Madison, WI 53711
(608) 233-2262

3020 St. Albans Mill Rd.
550 Cedar Street
St. Paul, MN 55101

7974 Old Sauk Pass Rd.
Cross Plains, WI 53578
(608) 836-7165

1 14 Ramsey Avenue
Syracuse, NY 13210
(315) 446-4543

2413 N. Husband Place
Stillwater, OK 74075
(405) 377-0871

Joseph D. Exline

Colby College
Brooklyn Avenue
Waterville, ME 04901
(207) 873-2751

1742 Connecticut Avenue
Washington, D.C. 20009
(202) 328-5800

University of So., Carolina
Department of Geology
Columbia, SC 29208

(803) 777-6920

Memorial High School
201 S. Gammon Road
Madison, WI 53717
(608-833-2020 ext 263

Minnesota Dept. of Ed.
Minnetonka, MN 55343
(612) 542-9885

Dept. of f'ublic Instruction
125 South Webster
Box 7841

Madison, WI 53707
(608) 266-3319

Syracuse University
214 Lyman Hall
Syracuse, NY 13210
(315) 423-3820

Oklahoma State University
University Center for
Effective Instruction
Stillwater, OK 74078
(405) 624-5000

Route 9, Box 47 Virginia Dept. of Er'

Mechanicsville, VA 23 1 1 1 P.O. Box 6Q

(804) 746-4995 Richmond, VA 23216

(804) 225-2657

ERIC

ley

Name

Thomas P. Evans

Darrel W. Fyffe

J. J. Gallagher

Jack A. Gerlovich

Lynn W. Glais

Faith Hickman

A -^n C. Howe

Phyllis Huff

Roger Johnson

Edward E. J'^nes

Home Address Professional Address

Home Telephone Professional Telephone

5055 NE Elliot Circle
Corvallis, OR 97331
(503) 754-1095

1374 Clough Street
Bowling Green, OH 43402
(419) 352-6197

2146 Riverwood
Okemos, MI 48864
(517) 349-1855

6400 Robin Drive
Des Moines, lA 50322
(5^5) 276-6472

745 18th Street
Nevada, I A 50201
(515) 382-4843

1610 Sunset Dtive
Louisville, CO 80027
(S03) 666-6020

1107 Harvey Street
Raleigh, NC 27608
(919) 831-4131

7928 Hayden Drive
Knoxvillp, TN 37919
(615) 693-7086

1 1 1 Acorn Circle
Oxford, OH 45056
(513) 523-6523

Oregon State ^Tniver ity
Science Education Dept.
Corvallis, OR 97331
(503) / 54-4031

Bowling Green State LTniv.
126 Life Science Building
Bowling Green, OH 43403
(419) 372-5231

Michigan State University
327 Erickson Hall
East Lansing, MI 48824
(517) 355-1725

Dept. of Public Instruction
Grimes State Office Bldg.
Des Moines, lA 50310
(515) 281-3249

Iowa State University
N156 Quadrangle
Ames, I A 50010
(515) 294-7006

University of Colorado
Campus Box 249
Boulder, CO 80309
(303) 492-6392

Math & Science Education
North Carolina St. Univ.
Raleigh,NC 27695-7801
(919) 737-2238

University of Tennessee
CEB 205

Knox.ille, TN 37916
(615) 974-2541

University of Minnesota
370 Peik Hall
Minneapolis, MN 55455

Miami University
Oxford, OH 45056
(513) 529-4927

ERIC

169

Name

Home Telephone

Professional Address
Professional Telephone

Marjorie M. King

Vincent N. Lune:ta

Robert W. Menefee

2128 Guardian Avenue
Gretna, LA 70053
Unpublished

Joseph P. Meyer

Alan J. McCormack

Alice J. Moses

LaMoine L. Motz

John Pe-^ick

E. Joe Piel

Jerry Resnick

9100 Tuckahoo Lane
Adelphi, MD 20783
(301) 439-9113

551 Poplar Street
Elmhurst, IL 60126
(312) 941-9404

1757 North 15th Street
Laramie, WY 82070
(307) 742-7416

5726 So.Drexel Ave.
Chicago, IL 60637
(312) 493-3965

r.390 N. Lake Angeles Rd.
Pontiac, MI 48055
(313) 673-6414

733 S. Summit
Iowa City, lA 52240
(319) 338- 1469

192 Gould Avenue
N. Caldwell, NJ 07006
(201) 226-4878

2750 Kon^ecrest Avenue
Brooklyn, NY 11235
(212) 769-4792

519 Huey P. Long Avenue
Gretna, LA 77053
(504) 367-3120

Science Education
University of Iowa
Iowa City, lA 52242

Montgomery College
Natural Science
Takoma Park, MO 20912
(301) 587-4090 ext. 310

Oak Park River & Forest H.S.
201 N. Scoville Avenue
Oak Park, IL 60302
(312) 383-0700

Zoology & Science Education
University of Wyoming
Laramie, WY 82071
(307) 766-4384

University of Chicago
Laboratory Schools
1362 East 59th Street
Chicago, IL 60637

(312) 962-9444

Oakland Schools

2100 Pontiac Lake Roads

Pontiac, MI 48054

(313) 858-1992

Science Education
University of Iowa
Iowa City, lA 52242
(319) 353-4>22

State University of N.Y.
College of Engineering
Stonybrook, NY 11794
(516) 239-8950

Edward R. Murrow H.S.
Office of the Superintendent
1600 Avenue "L"
Brooklyn, NY 11230
(212) 258-4177

170

Name

Home Teieohone

Professional Address
r >>fessional Telephone

James Shymansky

Robert B. Sigda

Sterling L. Smith

Ertle Thompson

Gilbert L. Twiest

Barry VanDeman

Jan S. Wielert

406 Magowan Avenue
Iowa City, lA 52240
(319) 35N7988

37 High Pasture Circle
Dix Hills, NY 11746
(516) 421-4557

906 Clearview
Krum, TX 76249
(817) 566-2707

308 Montebello Circle
Charlottesville, VA 22903
(804) 293-7330

RD 1

Clarion, PA 16214
(814) 764-5353

P.O. Box 314
Frankfort, IL 60423
(815) 469-5078

1303 Dolen Place
Iowa City, lA 52240
(319) 338-5667

Science Education Center
405B Van Allen Hall
Iowa City, lA 52242
(319) 353-3600

Walt Whitman H.S.
West Hills Road
Huntington Station, NY 11746
(516) 673-1711

Texas Woman*s University
Biology Department
Denton, TX 76204
(817) 566-2907

School of Education
University of Virginia
405 Emmet Street South
Charlottesville, VA 22903
(804) 924-3738

Clarion University
Center for Science Education
Clarion, PA 16214
(814) 226-2163

Museum of Sci. & Industry
57 St.& Lake Shore Drive
Chicago, IL 60637
(312) 684-1414

West High School
2901 Melrose Avenue
Iowa City, lA 52240
(319) 351-4550

171

1985 HONORS WORKSHOP ROSTER
SCIENCE/TECHNOLOGY SOCIETY HONORS WORKSHOP
THE UNIVERSITY OF IOWA
Iowa City, Icwa 52242
July 21-August 3, 1985

Name
Position

Bill Barnes
Science Dept. Head/
Science Teacher

Carl L. Bruce
Science/Math
Curriculum

Jean Burkus
Science Dept. Head/
Science Teacher

Betty T. Cox
County Curriculum
Coordinator

Otha P. Cox
Assistant
Superintendent

Frances E. Crawford
Science Teacher

Linda W. Crow
Science Teacher

Diana D. Doepken
Teacher

Orwin Draney
Science Dept. Head

Hoiue Address
Home Telephone

1678 Cherry Lane
Layton UT 84041
(801) 544-8544

3073 North 1225 East
Ogden, UT 84404
(801) 782-3073

46 Spring Valley Road
Woodbridge, CT 06525
(203) 393-1886

3130 Riviera Drive
Key West, FL 33040
(305) 296-2528

1209 Quail Run
Columbia, SC 29206
(803) 782-2592

18919 Casper
Spring, TX 77373
(713) 353-9312

7755 Delmonico Drive
Colorado Springs, CO
80919

(303) 593-9474

249 North 80<^ East
Kaysville, UT 84037
(801) 544-8278

Professional Address
Professional Telephone

North Layton Junior High
1100 West 2000 North
Layton, UT 84041
(801) 773- 4256

Bonneville High School
251 East 4800 South
Ogden, UT 84403
(801) 394-6661

Amith Regional Jr. High
Ohman Avenue
Orange, CT 06477
(203) 397-9235

Monroe County School Board
242 White Street
Key West, FL 33040
(305) 296-6523

Monroe County School Board
242 White Street
Key West, FL 33040
(305) 296-6523 ext. 135

Richland Northeast High
7500 Brookfield Road
Columbia, SC 29223
(803) 788-6911

Houston Comm.College System
22 WaughDrive
Houston, TX 77007
(713) 868-0758

Air Academy High School
USAF Academy, CO 80840
(303) 472-1295

Mound Fort Middle School
1396 Liverty Avenue
Ogden, UT 84404
(801) 399-3456

172

Name
Position

Paula M. Edwards
Science Dept. Head/
Science Teacher

Earl G. Gordon
Principal/
Curriculum Desig

Carole R. Goshorn
Science Teacher

Robert L. Hillier
Science Teacher

Tina Koepnick
Science Teacher

Greg Lewis
Science Dept. Head

Ann Rivers Mack
Science Teacher

Robert D. McAloon
Science Teacher

Evelyn Mitchell
Science Dept. Head

Louis J. Nicolosi
Section Chief,
Social Studies

Home Telephone

2541 Gilpin Court
Loveland, CO 80537
(303) 669-9437

Box 644

616 Grafton Street
Esparto, CA 95627
(916) 7G7-3710

2554 California Street
Columbus, IN 47201
(812) 376-0409

2135 West 1070 North
Layton, UT 84041
(801) 544-3316

4 Southridge Court
Coral ville, lA 52241
(319) 338-9407

1695 East 1250 South
Ogden, UT 84404
(301) 621-4190

655 Amelia
Webster Groves,MO 63119 801 W. Essex

Prcfessional Address
Professional Telephone

Reed Junior High School
370 W. Fourth Street
Loveland, CO 80537
(303) 667-5137

Esparto High School
600 Yolo Avenue
Box 69

Esparto, CA 95627
(916) 787-3405

Columbus East High School
230 South Marr Road
Columbus, IN 47201
(812) 376-4350

Sunset Junior High
1610 North 150 West
Sunset, UT 84015
(801) 825-0854

Prairie High School
401 76th Avenue
Cedar Rapids, I A 52401
(319) 848-4121

Central Middle School
781 25th

Ogden, UT 84401
(801) 399-3456 ext. 292

Kirkwood High School

(3 k') 962-7752

908 Bell Avenue
Sheboygan, WI 53081
(414) 458-4046

1835 S. 139th Street
Omaha, NE 68144
(402) 333-7668

104 Hynes Drive
Plaqaemine, LA 70764
(504) 687-6651

Kirkwood, MO 63122
(314) 966-5700 ext. 1277

Urban Middle School
1226 North Avenue
Sheboygan, W il
(414) 459-3677

Mercy High School
150 S. 48th Street
Omaha, NE 68106
(402) 553 '9424

Louisiana Dept. of Education
Box 94064

Baton Rouge, LA 70804

173

Ngm£

Position

Virginia Ord
Science Teacher

John T. Owen
Science Dept. Head

Gary Reed
Science Teacher

R. Chris Rohde
Science Teacher/
Curriculum Asst.

Maxine K. Saddler
Teacher

Donald B. Shepherd
Science Teacher

Patricia J. Smith
Science Dept. Head

Barbara Snyder
Science Teacher

Brent Thurgood
Science Dept. Head

David C. Tucker
Science Teacher

Hgm^ Aggr^Sg
Home Telephone

980 East Arlington Way

Bountiful, UT 84010
(801) 295-5106

Box 114
42 W. Custer
Aberdeen, ID 83210
(208) 397-4876

1085 Mountain Road
Ogden, UT 84404
(80i) 394-2845

904 Miles Street
Chippewa Falls, WI 54729
(715) 723-8056

3644 South Poplar Street
Denver, CO 80237
(303) 758-5629

Box 112

Maple Falls, WA 98266
(206) 599-2935

7512 Gillen Road
Colorado Springs, CO
80919

(303) 599-0462

2110 West Bay Drive
Muscatipe, lA 52761
(319) 263-0299

6300 West 6000 South
Hooper, UT 84315
(801) 825-r42

2618 Huron Street
Bellingham, WA 98226
(206) 676-7013

Professional Address
Professional Telephone

Millcreek Junior High
245 East 1000 South
Bountiful, UT 84010
(801) 298-2251

Aberdeen High School
Box 610

Aberdeen, ID 83210
(208) /97-4152

Roy High School
2150 West 4800 South
Roy, UT 84067
(801) 825-9766

Chippewa Falls Senior High
735 Terrill Street
Chippewa Falls, WI 54729
(715) 723-555J

Samuels Elementary School
3985 S. Vincennes Court
Denver, CO 80237
(303) 770-2215

Mt. Baker High School
Box 95

Deming, WA 98244
(206) 592-5151

Air Academy High School
USAF Academy, CO 80840
(303) 472-1295

West Middle School
600 Kindler
Muscatine, lA 52761
(319) 263-0411

Roy Junior High
5400 South 2100 West
Roy, UT 84067
(801) 825-1605

Mt. Baker High School
Box 95

Deming, WA ' "144
(206) 592-5^51

174

Home Address
Home Telenhone

Professional Address
Professional Telephone

Emma L. Walton
Science Curriculum
Specialist

David A Wiley
Science Teacher

2014 Crataegus Circle
Anchorage, AK 99508
(907) 279-9918

1446 Bristol Road C-47
Bensalem, PA 19020
(215) 245-6467

Anchorage School District
Pouch 6-614
Anchorage, AK 99502
(907) 269-2274

Bensalem High School
4319 HulmeviUe Road
Bensalem, PA 19020
(215) 244-2929

ERIC

175

1985 HONORS WORKSHOP ROSTER
ELEMENTARY SCIENCE
UNIVERSITY OF WYOiMING
Laramie, Wyoming 82071
August 4 - August 17, 1985

Name
Position

Nancy Booth

First Grade Teacher

Donald Max Brown
Principal

Dwight G. Brown
Science Dept. Head

Emily V. Carpenter
Fourth Grade Teacher

Mary Lynn Chattin
Science Teacher

Barbara Clark
Fifth Grade Teacher

Sandra J. Colby
Fifth/Sixth Grade
Teacher

A. Rick Davis
Science Coordinator

Gail C. Foster
Teacher

Home Address
Home Telephone

5401 Sudbury Way
Madison, WI 53714
(608) 244-2580

629 Salem Avenue
Rolla, MO 65401
(314) 364-8442

791 East 550 North
Bountiful, UT 84010
(801) 292-5336

8927 4cth Drive NE
Box 66

Marysville, WA 98270
(206) 659-5773

RR 2, Box 177
Lexington, IN 47138
(812) 889-2072

Box 196

Stuart, OK 74570
(918) 546-2354

6690 Devinney Ct.
Arvada, CO 80004

Box 3140
Pago Pago,

American Samoa 96799
(684) 699-1132

10283 West Marlow PI.
Littleton, CO 80123
(303) 979-2692

Professional Address
Professional Telephone

Deerfield Elementary
10 S. Liberty
Deerfield, WI 5353 1
(608) 764-5442

Wyman Elementary School
402 Lanning Lane
Rolla, MO 65401
(314) 364-5205

Mueller Park Junior High
955 East 1800 South
Bountiful, UT 84010
(801) 295-8515

Explorer Elementary
9600 Sharon Drive
Everett, WA 98204
(206) 355-5214

Scottsburg Junior High
South Third Street
Scottsburg, IN 47170

(812) 752-3624

Checotah Elementary
Checotah, OK 74426
(918) 473-5832

Juchem Elementary
9950 Yarrow
Broomfield, CO 80020
(303) 466-1931

Department of Education
Pago Pago

American Samoa 96799
(684) 633-1246

Energy I-iauagciriCni Center
Box 190

Port Richey, FL 33568

(813) 848-4881

ERLC

176

Urns.
Position

Fred Goerisch
Science Teacher

Jean Hamlin
Science Specialist

Donald R. Iman
Science Dept. Head/

Jenepher Lingelbach
Director of Education

Masso Matsumoto
Project Disseminator

Thomas Matthews
Teacher

Charlotte J. McDonald
Fifth Grade Teacher

Vicki L. Moon
First GracJ, , eacher

Jane D. Nail
Science Dept. H3ad/
Teacher

Meredith Olson
Science Dept. Head

Home
Home Tglgphone

2400 Captain Cook
Anchorage, AK 99503
(907) 248-1478

1138 E. Sesame Street
Tempe, AZ 85283
(602) 838-3594

11591 W. Mountain View
Tracy, CA 95376
(209) 836-4334

RR 2, Box 102

South Royalton, VT 05068

(802) 763-7058

1400 Fulton Avenue
Monterey Park, CA 91754
(818) 288-9468

HCR Box 8-A
Greeley, PA 18425
(717) 685-7365

11917 W. 143rd Street
Olathe, KS 66062
(913) 897-9630

3025 Florida Avenue
Melbourne, FL 32901
(305) 723-9494

Route 3, Box 11 OA
Atmore, AL 3650?
(205) 368-2826

4262 NE 125
Seattle, WA 98125
(206) 362-226i

Professional Address
Professional Telephone

Hanshew Junior High
Anchorage, AK 99500
(907) 349-1561

Mesa Public Schools
Science Resource Center
143 S. Alma School Road
Iviesa, AZ 85202

Livermore High School
600 Maple Street
Livermore, CA 94550
(415) 447-3112

Vermont Institute of

Natural Science
Chur-h Hill
Woodstock, VT 05091
(802) 4^7-2779

L. A. Unified School Dist.
Physical Anthropology Center
6625 Balboa Boulevard
Van Nuys, CA 91406
(818) 997-2389

Shohola Elementary School
Twin Lakes Road
Shohola, PA 18458
(717) 559-7633

Morse El'^mentary
15201 Halsey
Olathe, KS 66062
(913) 897-3810

Port Malabar Elementary
301 Pioneer Avenue NE
Palm Bay, FL 32907
(305) 725-0070

Escambia Co. High
1215 S. Presley
Atmore, AL 36502

(205) 368-999181

Seattle County Day
2619 Fourth North
Seattle, WA 98109

(206) 284-6220

Name

Home Address

Home Telephone

Professional Address
Professional Telephone

Lorren? M. Preble
Science Teacher

John G. Samue'.s
Science and Iiealth
Coordinator

Clifford L. Schrader
Science Dept. Head/
Teacher

Jerry J. Schweitzer
Fifth Grade Teacher

Robert B. Sigda
Science Teacher

Carol C Snell
Teacher/Training
Specialist

Steven O. Spurger
Teacher/Specialist

John M. Stark
Program Leader I

Terry C. Switzer
Program Manager

Marilyn Szymaszek
Teacher

K G Ranch Road
Hope Valley, RI 02832

55 Highland Road #605
Bethel Park, PA 15102
(412) 835-0539

RR 4, Box 4078
New Philadelphia, OH
44663

(216) 343-9327

4005 E. Edgewood Ave.
Mesa, AZ 85206
(602) 830-5565

37 High Pasture Circle
Dix Hills, NY 11746
(516) 673-1711

1 1 1 W. Van Buren Drive
Holiday, FL 33590
(813) 937-9527

Rt. 2, Box 24K-4
Trinity, TX 75862
(409) 594-5773

Rt 2, Box 25B
T- nity, TX 75862
(409) 594-9655

15 Scott Drive
Brooks ville, FL 33526
(813) 856-2581

258 Kensington Avenue
Apt. 2

Meriden, CT 06450
(203) 235-8545

Greenwood/Potowomut Sch.
Warwick Avenue
Warwick, RI
(401) 737-3300

Peters Twp Curriculum C* r.
625 E.mcMurray Road
McMurray, PA 15317
(412) 941-6272

Dover High School
520 N. Walnut Street
Dover, OH 44622
(216) 343-7746

Robson Elementary
2122 E.Pueblo
Mesa, AZ 85204
(602) 898-0955

Walt Whitman High School
West Hills Road
Huntington Station, NY 11746
(516) 421-4557

Energy Management Center
Box 190

Port Richey, FL 33568
(813) 848-4870

Outdoor Education Center
Route 2, Box 25B-1
Trinity, TX 75862
(409) 594-2541

Energy Mangement C'^nter
Box 190

Port Richey, FL 33568
(813) 848-4870

Sheehan High School
Hope Hill Road
Wallingford, CT 06492
(203) 265-2831 ext. 322

ERLC

178

Name
Position

Bonita Talbot
Teacher

Doris L. Tilly
Science Coordinator,
Grades 1-5

Samuel E. Wikon, III
Teacher

JoAnne Wolf
Science Specialist

Home Address
Home Telephone

3961 Hunters HiU Way
Minnetonka, SS34S
(612) 475-1409

2609 Caladium Dr. N£
Atlanta, GA 30345
(404) 938-6324

437 Sierra Vista Lane
Valley Cottage, NY 10989
(914) 353-0549

461 V». Holmes #241
Mesa, AZ 85202
(602) 890-2970

Professional Address
Professional Telephone

Excelsior Elementary
441 Oak Street
Excelsior, MN 55331
(612) 474-2564

Westminster Schools

1424 W. Paces Ferry Rd. NW

Atlanta, GA 30327

(404) 355-8673

Clarkstown High School
Demarest Mill Road
West Nyack, NY 10994
(914) 623-9171

Mesa Public Schools
Sci'^nce Resource Center
127 S. Alma School Road
Mesa, AZ 85202
(602) 898-7815

179

1985 HONORS WORKSHOP ROSTER
MIDDLE/JUNIOR HIGH
UNIVERSITY OF ARIZONA
Tucson, AZ 85721
July 14-27, 1985

Name
Position

Richard R. Bell
Science Dept, Head/
Science Teacher

James E. Bodolus
Science Teacher

Philip i:, Sradney
Vice-Principal/

Administrator

Grades 6-12 Science

Laurelynn Brooks
Science Teacher

Bonnie F. Brunkhorst
Science Teacher

Robert O. Carpenter
Teacher/Dept. Head

Sam S. Chattin
Dept Head

Lorraine M. Conway
Science Teacher

Home Address
Home Telephone

3324 Beechwood Drive
Lithia SpringL, GA 30057
(404) 944-8155

133 Popodickon Drive
Boyertown, PA 19512
(215) 367-6031

8 Elmv;ood Lane
Painted Post, NY 148870
(607) 962-4232

323 1/2 Holtby Road
Bakersfield, CA 93304
(805) 325-9653

3392 Sparkler Drive
Huntington Beach, CA
92649

10509 Placita Los Reyes
Tucson, AZ 35748
(60 0 885-3152

R. R. #2, Box 177
Lexington, IN 47158
(812) 889-2072

285 Millb-ook Farm Rd.
Marietta, GA 30067
(404) 97N0445

Professional Address
Professional Telephone

Turner Middle School
7101 Junior High Drive
Lithia Springs, GA 30057
(404) 941-1262

Boyertown West Center
South Madison Street
Boyertown, PA 19512
(215) 367-7779

Coming Free Academy M.S.
11 W. 3rd Street
Corning, NY 14830
(607) 936-3788

Fruitvale Junior High
2114 Calloway Drive
Bakersfield, CA 93308
(805) 589-3993

School of Education
California State University
5500 University Parkway
San Bernardino. CA 92407
(714) 887-7571

Secrist Middle School
3400 S 'loughton Road
Tucson, AZ 85730
(602) 296-6188

Scottsburg Junior High
South Third Street
Scottsburg, IN 47170
(812) 752-3624

Pine Mountain Middle School
Pine MountrJn Circle
Kennesav/, GA 30144
(404) 427-8171

ISO

Name
Position

Home Address
Home Telephone

Professional Address
Professional Telephone

Vivian Barbee Coxe
Teacher

Rich Davey
Science Teacher

Carolyn Famswortb
I>»pt. Kead/Science/
Coaiputer Teacher

Susan Floore
Project Manager
Math/Science
Support Project

Joan W. Hall
Science Teacher

Richard M. Hall
Science Dept. Head/
Science Teacher

Sherry L. Hanson
Science Teacher

Judi Hazen
Science Teacher

Thomas P. Knorr, Sr.
Science Teacher

Kathleen D. May
Science T(jacher

4744 B. Courtney Lane
Raleigh, NC 27604
(919) 876-1690

2310 55th Street #B
Missoula, MT 59803
(406) 251-4789

3204 Northwest Blvd.
Columbus, OH 43221
(614) 457-6541

3822 26th Street

San Francisco, CA 94131

(415) 285-4692

1146 Meadowind Court
Cincinnati, OH 45231
(512) 522-7073

1167 Judson Street
Redlands, CA 92374
(714) 793-V875

127 11th Avenue W., #11
Dickinson, ND 58601
(701) 225-1147

720 Adams Avenue
Livermore, CA 94550
(415) 447-7823

215 N. Robinson Ave.
Pen Argyl, PA 18072
(215) 863-4709

6406 N. Walrond
Gladstone, MO 64119
(816) 454-4814

Millbrook Senior High
2201 Spring Forest Road
Raleigh, NC 27604
(919) 876-1473

Havre High School
Havre, MT 59:01
(406) 243-5344

Jones Middle Schooi
2100 Arlington Avenue
Upper Arlington, OH 43221
(614) 486-0621 ext 2h0

Parkside Center
2550 25th Avenue
San Francisco, CA 94116
(415) 731 6616

Summit County Day School
2161 Grandin Road
Cincinnati, OH 45208
(513) 871-7507

Moore Junior High School
1550 East Highland Avenue
Redlands, CA 92373
(714) 793-2857

Hagen Junior High
Box 1057

Dickinson, ND 58601
(701) 225-5117

Junction Avenue Middle Sch.
298 Junction Avenue
Livermore, CA 94550
(415) 447-3583

Pen Argyl Area High School
501 Laurel Avenue
Pen Argyl, PA 18072
(215) 863-9093

r 3>v Mark Middle School
515 NE 106th
Kansas City, MO 64155
(816) 734-8900

ERLC

181

Name
Position

Marcie McKinnell
Teacher

Marv Mikesh
Science Dept. Head/
Science Teacher

Joreen Piotrowski
Science Teacher

Marylou Rankin
Science Teacher

Marvin D. Seines
Science /Computer
Teacher

Roger L. Sp-^tt
Teacher Specialist
Health/Science/Math

Margaret F. Steinhcluier
Science Teacher

C'oria J. Sternberg
Science Teacher

Donna R. Stump
Science Teacher

Betty Sue Tow
Science Teacher

Home Address
Home Telephone

701 W. 17th
Hutchinson, KS 67501
(316) 669-9043

802 !5th Street NW
Rochester, MN 55901
(507) 285-1116

62 Eustis Street
Cambridge, MA 02140
(617) 354-0703

380 S. Tieston Lane
Tucson, AZ 85711
(602) 747-2036

2325 Crestwood Road
Sioux Falls, SD 57105
(605) 332-6568

1301 Johnson
Ames, lA 50010
(515) 232-4476

12311 Harflo Lane
St. Louis, MO 63131
(314) 965-8327

Box E

Rancho Linda Vista
Oracle, AZ 85623
(602) 896-9574

4234 Columbia Road
Martinez, GA 30907
(h04) 836-1834

Route 1, Box 545
Marietta, OK 73448
(405) 276-2803

Professional Address
Professional Telephone

North Reno
1616 N, Wilshire
Hutcninson, KS 67501
(316) 662-4573

John Adams Junior High
1525 3 list Street NW
;^ochester, MN 55901
(507) 285-8858

Newman Middle School
1155 Central Avenue
Needham, MA 02192
(602) 444-4100 ext. 210

Fickett Junior High
7240 E. Calle Arturo
Tucson, AZ 85712
(602) 721-0331

Patrick Henry Junior High
2200 S. Fifth Avenue
Sioux Falls, SD 57105
(605) 331-7639

Ames Con*..iun ty Schools
120 South Keilogg
Ames, lA 50010
(515) 232-3400 ext. 26

Patton^ 0 Hgts. Middle Sch.
195 Fee Road

Maryland Heights, MO 63043
(314) 730-5000

Oracle Middle School
Box 588

Oracle, AZ 85623
(602) 896-2431

Columbia Middle School
6000 Columbia Road
Grovetown, GA 30907

(404) 541-2424

Marietta Middle School
Box 289

Marietta, OK 73448

(405) 276-3886

182

Name

Larry L. Turner
Science/History Teacher

S. Thompson Walker
Science/Math Teacher

Kathleen O. White
Science Teacher

Karen D. ithrow
Science Teacher

Home Address
Home Telephone

1720 Albion Plane
P.O. Box 1797
Davis, CA 95617
(916) 756-3314

155 Oakdale Avenue
Mill Valley, CA 94941
(415) 388-8480

5742 E. Bellevue
Tucson, AZ 85712
(602) 885-6067

34395 SE Duus Rd.
Estacada, OR 97023
(503) 630-4959

PrQfg??i9n^I A^grg^g
Professional Telephone

Oliver Wendell Holmes Jr. H.
1220 Drexel Drive
Davis, CA 95616
(916) 756-5250

Mill Valley Middle Schoo/
425 Sycamore Avenue
Mill Valley, CA 94941
(415) 388-7221

Manzinita Elem. School
3000 E. Manzinita
Tucson, AZ 85712
(602) 299-6426

Estacada Junior High
Box 519

Estacada, OR 97023
(503) 630-6871 ext. 229

183

1985 HONORS WORKSHOP ROSTER
SCIENCE FOR THE GIFTED AND TALENTED
TEMPLE UNIVERSITY-Philadelphia, PA 19122
July 14-27, 1985

Name
Position

Noraan E. Anderson
Science Teacher

David C. Arlander
Science Teacher

Leon Borowski
Science Dept. Head/
Science Teacher

Linda R. Bostick
Science Teacner— Gifted

Nancy Brewer
Science Teacher

Paul G. Canny
Facilitator, Gifted/
Computer Teacher

Susan G. Carpenter
Teacher

Carol B. Collins
Science Teacher

Dian Combs
Facilitator, Gifted

Home Aadress
Home Telephone

320 Burnett Drive
Cedar Falls, lA 50613
(319) 266-6649

2342 Northern Hills Ct.
Rochester, MN 55904
(507) 289-8231

1610 Ridge wood Road
Alamo, CA 94507
(415) 837-1801

561 Woodington Road
Marietta, GA 30067
(404) 953-2388

2023 Oak Street

San Francisco, CA 94132

(415) 752-7934

3000 South 41st Street
Lincoln, NE 68506
(402) 488-7005

711 12th Street
Bellingham, WA 98225
(206) 734-0060

15817 Country Lake D..
Tampa, FL 33624
(813) 961-1501

302 S. Tracy
Clearwater, KS 67026
(316) 584-2404

Professional Addres?
Professional Telephone

Cedar Falls High School
Tenth & Division
Cedar Falls, lA 50613
(319) 277-3100 ext. 24

John Adams Junior High
1525 NW 31st Street
Rochester, MN 55901
(507) 285-8858

Monte Vista High
3131 Stone VaUey Road
Danville, CA 94526
(415) 820-2900 ext. 222

Riverwood High School
5900 Heards Drive
Atlanta, GA 30328
(404) 252-1772

Lowell High Scnool
1101 Eucalypius
San Francisco, CA 94132
(415) 752-7934

Arnold School
5300 W. Knight Drive
Lincoln, NE 68524
(402) 470-2244

Nocksack Valley Primary
1024 Lawson Street
Sumas, WA 98295
(206) 988-9423

Jefferson High School
4401 W. cypress
Tampa, FL 33607
(813) 877-0521

Clearwater Grade Sch. Annex
Clearwater, KS 67026
(316) 584-6317

ERLC

184

Name
Position

Tedd Leon Davis
Science Teacher

Beulah P. Durr
Science Teacher

Calvin E. Ewell
Science Teacher

K. Michael Fitzgerald
Teacher

Chris L. Gentry
Science Teacher

Joyce P. Goche
Teacher

Judy Wilson Goddard
Teacher— Gifted

Elaine Hochheiser
Science/Math Teacher

Ann M. Justus
Science Dept. Head/
Science Teacher

Elizabeth Kellerman
Teacher—Gifted

Home Address
Home Telephone

109 B. Sierra Place
Sequim, WA 98382
(206; 683-9276

3400 E. Genesee Street
Syracuse, NY 13214
(315) 446-4102

Professional Address
Professional Telephone

Port Townsend High
1610 Blaine

Port Townsend. WA 98368
(206) 385-2121

William Nottingham H.S.
3100 E. Genesee Street
Syracuse, NY 13224
(314) 425-4380

9200 Moon Lake Rd. #84 Energy Management Center
New Port Richey,FL 33553 Old Post Road

(813) 856-4947

950 S. Hazel Court
Denver, CO 80219
(303) 935-2717

10955 Grandmason Place
Eagle, ID 83616
(208) 286-78'j8

5521 Colorado, NW
Wash* n, D.C. 20011
(202) 882-8295

6015 Cochran Mill Rd.
Palmetto, GA 30268
(404) 964-8441

I2^xf Meadowlark Lane
Scotch Plains, NJ 0707^
(201) 889-4673

:913 E. Coolidge
Phoenix AZ 85016
(602) 279-7731

237 Rosemont Avenue
Webster Groves,MO 63119
(314) 962-8887

Port Richey, FL 33568
(SI 3) 848-4870

Hutchinson Elementary
12900 W. Utah Avenue
Lakewood, CO 80228
(303) 985-1507

Boise High School
1010 Washington
Boise, ID 83616
(208) 338-3575

West School

14th & Farragut Streets, NW
Washington, E>C 2001 1
(202) 576-6226

Charles Riley
90 Turner Drive
Palmetto, GA 30268
r404) 463-4616

Valley View School
Valley View Road
Watchung, NJ 07060
(201) 755-4422

Camelback High School
4612 N. 28th Street
Phoenix, AZ 85016
(602) 957-5937

Stegei School
701 N. Rockhill Road
Rock Hill, MO 63119
(314) 961-5757

ERLC

185

Krio lie Kellogg
Teacher— Gifted

Richard W. Knapp
Science Teacher

Elaine Kusulas
Teacher

Delia McCaughan
Science Dept. Head/
Science Teacher

Jack W. Neal
Science Teacher

Janette C. New
Teacher— Gifted

Niles R. Pixley
Science Teacher

Deborah Richau
Teacher

Lina E. Russ
Science Dept. Head/
Science Teacher

James D. Sproull, Jr.
Science Dept. Head/
Science Teacher

Home Address
Home Telephone

5016 26th Avenue S.
Seattle, WA 98108
(206) 723-6455

14 Blossom Road
Snffern, NY 10901
(914) 357-4310

567 Emerson Street
Denver, CO 80218
(303) 744-0514

112 West Third Street
Biloxi, MS 39530
(601) 432-7748

512 W. Lemon Street
Lancaster, PA 17603
(717) 392-8260

5959 Crane Road
Melbourne, FL 32901
(305) 723-6448

10005 Pinkney
Omaha, NE 68134
(402) 57^-2742

2011 Plaza Drive
Billings, Ml 59102
(406) 259 i962

7200 Eighth St. NW
Washington, D.C. 20012
(202) 723-1303

416 Blair Road
Vienna, VA 22i80
(702) 281-3737

Proicssional Address
Professional Telephone

I-eter Kirk Elementary
1312 Sixth Street
Kirkland, WA 98033
(206) 828-3338

Kakiat Junior High
465 Viola Road
Spring Valley, NY 10977
(914) 356-4100 ext. 444

Lasley Elementary
1401 S. Kendall
Lakewood, CO 80226
(303) 922-1116

Biloxi High School
Father Ryan Avenue
Biloxi, MS 39530
(601) 374-1980

J. P. McCaskey H.S.
445 N. Reservoir Street
Lancaster, PA 17602
(717) 291-6211

Meadowlane Elem. School
Minton Road
Melbourne, FL 32901
(305) 723-6354

North High School
36 and Ames
Omaha, NE 68111
(402) 554-6500

Poly Drive Elementary
2410 Poly Drive
Billings, MT 59102
(406) 656-1120

Alice Deal Junior High
Fort Dr.& Nebraska Ave. NW
WLohington, D.C. 20016
(202) 282-0100

McLean High School
1633 Davidson Road
McLean, V A 22101
(702) 356-0700

Name
Poi^ition

Dana P. Van Burgh, Jr.
Science Dept. Head/
Science Teacher

Home Address
Home Telephone

7805 W. Chalk Creek
Carper, WY 82604
(307) 234-7243

Profesiional Address
Professional Telephone

Dean Morgan Junior High
1440 S.Elm
Casper, WY 82601
(307) 577-4440

187

1985 HONORS WORKSHOP ROSTER
APPLICATIONS OF SCIENCE WORKSHOP
FLORIDA INSTITUTE OF TECHNOLOGY
MELBOURNE, FL 32901

July 7-20, 1985

Name
Position

Home Teleohone

Professional Teleohone

Neal W. Beebe
Science Teacher

312 Grant Avenue
Endicott, NY 13760
^607^ 757-9281

Vestal High School
Woodlawn Avenue

Ve<;fal NY I'^RSH
(607) 757-2200

Patricia J. Bonsteel
Science Dept. Head

103 W. Melbourne Ave.
Melbourne, FL 32901
n05) 723-2553

Stone Middle School
1101 University Blvd.

Mplhniirnp FT ^^9001

(305) 723-0741

Bill M. Brent
Science Dept. Head/
Science Teacher

Route 6, Box 273
Rolla, MO 65401
ni4) 364-2453

Rolla Senior High
E. 10th Street
Rnlla MO 65401

(314) 364-4746

Jeb Carpenter
Science Teacher

2003 N. Shannon Ave.
Indialantic, FL 32903
f305^ 725-2214

Hoover Junior High
#1 Hawkhaven Avenue

illUlalallllW, r^i^ D^yyjD

(305) 727-1611

Laryl Lee Delker
Science Teacher

756 Paddock Path
Moorestown, NJ 08057
(609) 234-0799

Burlington Co. Vocational-
Technical School
Mount Hollv NJ 08060
(609) 267-4226

T. J. Dieck
Science Dept. Head/
Science Teacher

40 W. Bass wood Lane
Milton, V/I 53563
(608) 868-2139

Milton High School
High Street
Milfnn WT 5'^56'^

(608) 868-7658

Robert A. Gadinski
Science Teacher

Box 642, Rd #1
Ashland, PA 17921
(717) 875-0117

Shenandoah Valley
Stadium Road
S:.enandoah, PA 17976
(717) 462-1957

Florence Kane
Teacher Specialist

Route 3, Box 135A
Lafayette, AL 36862

Houston Independent School's
Outdoor Education Center
Route 2, Box 25B
Trinity, TX 75862
(409) 594-2541

188

Name
Position

Home A^dr???
Home Teleohone

Professional Address
Professional Telephone

David Lindahl

23081 Cavanaugh Road
El Tnro CA Q5fi50
(714) 830-6511

Saddleback High School
5809 ^ Flower
Santa Ana, CA 92707
714) 558-5741

Rita D. ^ ivingston
CoiTiDiiter Science/
Science Teacher

1301 Manor Drive
Casoer WY 82609
(307) 237-8378

Kelly Walsh High Sch. -1
3500 East 12th

«/*^W X^kll

Casper, WY 82609
(307) 237-25J1

Jane V. Lodas
Scieftce Teacher

6lt unrise Vista Way
Santa Barbara PA Q3I0Q

(805) 965-3896

San Marcos High School

47^0 Hollister Avpniip

Santa Barbara, C A 93110
(805- 967-4581

Teacher

1Q^4 Rrnnic Parte Drive
Merrick, NY 115676
(516) 546-8892

T ifirfpnhiir^f S<*ninr Htoh ^ffi

A^lilVlVllllill Ol kJVlllwl XAlgll kJWll*

300 Charles Street
Lindenhurst, NY 11757

Helen Martin
Science Teacher

377 Louvaine Drive
Buffalo NY 14223
(716) 877-5881

Kadimah School
250 Athens Blvd
Buffalo, NY 14223
(716) 836-6903

Beverly McMillfxn
Science Teachftr

603 SW 7th
Marietta OK 73448
(405) 276-5480

Marietta Middle
510 Gilliam Street
Marietta, OK 73448
(405) 276-5480

James L. Mundell
Science/Comniiter/
Math Teacher

10350 W. Warren Drive
I akewood CO S0227
(303) 986-592.:

Duns...ii Junior High
1855 S Wrieht
L. :ewood, CO 80226
(303) 985-1545

Kav Neill
Science Teacher

410 W Fift
Concordia, K '^'" l
(913) 243-707'

CUfton-Clvde Hich

^■'lll Ll/ll ^■'IjrUW AJ.1K11

Clyde, KS 66938
(913) 446-3444

Ronald J. Newland
Como liter Science/
Science Teacher

733 W. Seventh S,
Monticello lA 523
(319) 465-5143

Monticello Community School
217 S Maole Street
Monticello, lA 52310
(319) 465-3575

Gary Rebbe
Science Coordinator

8425 Lotus
Skokie, IL 60077
(312) 966-5569

Melody
412 S. Keller
Chicago, IL 60624
(312) 638-123.'5

ERIC

189

Name
Position

Thomas F. Reed
Science Teacher

Donna S. Robinson
Teacher

Corine L. Sayler
Teacher

Roseanne
Teacher

..artz

Walter F. Soule
Physics Teacher

Gary L. Stringer
Science Teacher

Richard Strobel
Science Teacher

Arlyn D. Thomas
Science Teacher

Joanne T., Thompson
Biology Teacher

Esther D. Vigil
Teacher

Heme Address
Home Teiephone

Box 204

Valatie, NY 12184
(518) 758-1399

1101 St. Cloud
Rapid City, SD 57701
(605) 341-4323

1^39 North 1700 West
Farmington, UT 84G25
(801) 451-2226

7877 E. Mississippi Ave.
#505

Denver, CO 80231
(303) 322«2641

70 Raleigh Tavern Lane
North Andover, MA 01845
(617) 683-7851

110 Patton Drive

West Monroe, LA 71291

(318) 396-2337

505 Berkeley St. #D155
Satellite Beach, FL
32937

(305) 777-3778

2411 Carter Place
Sioux Falls, SD 57105
(605) 338-2030

3909 Tamarack
Boise, ID 83703
(208) 343-1484

802 York Street

San Francisco, CA 94110

(415) 826-19931

Professional Address
Professional Telephone

Germantown Central School
Box 35

Germantown, NY 12526
(518) 5^--6281

Dakota Junior High
620 Coluiiibus
Rapids City, SD 57701
(605) 394-4092

Davis High School
325 South Main
Kaysville, UT 84037
(801) 544-3477

Moore Elementary
846 Corona
Denver, CO 80218
(303) 831-7044

Winchester Sr. High School
80 Skillings Road
Winchester, MA 01890
(617) 721-7020

Ouachiti\ Parish Gifted Prog.
100 Bry

Monroe, LA 71201
(318) 388-2711

Mt. Lebanon High School
155 Cochran Road
Pittsburgh, PA 15228
(412) 344-2050

Patrick Henry Junior High
2200 S. Fifth Avenue
Sioux Falls, SD 57105
(605) 331-7639

Capital High School
8055 Goddard
Boise, ID 83704
(208) 322-3875

Clarendon Elem. School
500 Clarendon
San Francisco, CA 94131
(415) 661-2557

ERIC

190

Nam?
Position

James L. Zimmerman
Fifth Grade Teacher

Home Address
Home Telephone

102 South Dodson
Urbana, IL 61801
(217) 344-3778

Professional Address
Professional Telephone

Thomas Paine
1801 James Cherry Drive
Urbana, IL 61801
(217) 384-3602

ERIC

191

1986 IOWA STS LEADERSHIP WORKSHOP
Iowa City
June 15-22, 1086

Name

Professional Address
Position

Willard Harold Asmus
Scienced Ed. Teacher

Susan Blunck
Teacher/6, 7, & 8

James Canfield
Science Teacber/7 & 8

Barbara Clark
Teacher/5

Deloris (Dee) Ford
Teacher/6

Jim Galles
Teacher

Royce W. Hammitt

Curt Jeff ryes
General Science/6

Phyllis A. Johnson
leacher/6

Larry L, Kimble
Teacher/Jr.-Sr. High

Home Address

Heme Telephone

203 W. Nth Street
Cedar Falls, lA 50613
(319) 266-6808

748 - 53 Street

Des Moines, I A 50312

(515) 279-3591

51 West Kirk wood
Fairfield, lA 52556
(515) 472-6295

P. O. Box 196
Stuart, OK 74570
(918) 546-2354

2506 Jennings
Sioux City, lA 51104
(712) 258-7805

803 Ring Street
Mapleton, lA 51034
(712) 882-1219

615 3rd Avenue
Coralville, lA 52241
(319) 351-7099

1216 N. Birch
Creston, lA 50801
(515) 782-2358

313-34th Street

W. Des Moines, lA 50265

(515) 224-4127

R. 4, Box 88

Grant City, MO 64456

(816) 564-2344

Professional Telephone

Hoover Intermediate Sch.
630 Hillcrest Road
Waterloo, lA 50701
(319) 235-7051

St. Augustin

4320 Grand

Des Moines, I A 50312

(515) 279-5947

Fairfield Junior High
404 W. Fillmore
Fairfield, lA 52556
(515) 472-5019

Checotah Elementary
205 Owen Avenue
Checotah, OK 74426
(918) 473-5832

Hunt School
615-20th Street
Sioux City, lA 51104
(712) 279-6833

Westwood School
Sloan, I A 51055
(712) 428-3303

Science Education Center
The University of Iowa
Iowa City, lA 52242

Creston Community Schools
Creston, lA 50801
(515) 782-8612

Western Hills

600 39th Street

W. Des Moines, lA 50265

(515) 225-2802

Mount Ayr Comm. School
1001 E. Columbus
Mount Ayr, lA 50854
(515) 464-2232

ERiC

192

Name

Home Telephone

Professional Address

Professional Telephone

Mary Mascher
Teacher /4, 5, 6

Julie Maske
Biology, Chemistry,
General Science

Morgan Masters
Physical Science/8

Richard C. McWilUams
Science & Math/H.S.

Charles Piekema
Teacher/Middle School

Ed Rezabek
School

Teacher/8-12

Jeanne A. Rogis
Science Teacher/
Dept. Head

Dale J. Rosene
Science Teacher/8
Coordinator/K-6

Perry O. Ross
Teacher/4

Ernest Schiller
Biology Teacher

1110 Deforest
Iowa City, lA 52240
(319) 351-2826

R. R. 2, Box 99

West Bmach, lA 52358

(319) 643-7446

216 Woodlawn
Chariton, lA 50049
(515) 774-4461

1707 E. 32nd Court
Des Moines, lA 50317
(515) 262-5816

1257 Northridge Road
Story City, lA 50248
(515) 733-2804

102 Utah

Glidden, I A 51443
(712) 659-3775

R. R. 2, #2
DeWitt, lA 52742
(319) 522-2664

548 N. Linden
Marshall, MI 49068
(616) 781-4844

505 West Clay

Mt. Pleasant, I A 52641

(319) 385-4556

R. R. 2

Donnellson, lA 52625
(319) 835-5601

Roosevelt School
611 Greenwood Drive
Iowa City, lA 52240
(319) 338-9428

West Branch High School
West Branch, lA 52358
(319) 643-7216

Chariton Comm. High School
501 N. Grand
Chariton, lA 50049
(515) 774-5066

Grandview Park Baptist
1701 E. 33rd Street
Des Moines, lA 50317
(515) 265-7579

Roland-Story Middle School
201 Main Street
Roland, lA 50236
(515) 388-4348

Glidden-Ralston
Glidden, lA 51443
(712) 659-2205

Comm.

Oxford Junction Consol.
313 N. 3rd

Oxford Junction, lA 52323
(319) 486-2721

Marshall MS
100 E. Green
Marshall, MI 49068
(616) 781-1251

Mt. Pleasant Comm. Schools
801 East Henry
Mt. Pleasant, I A 52641
(319) 385-2817

Central Lee High School
R. R. #1

Argyle, I A 52619
(319) 835-5121

ERiC

193

Name
Position

Lee E. Schwerdffeger
Teacher/6

Mark Smith
Teacher/3 & 4

Donna C. Terry
Teacher/4

Home Address
Home Telephone

518 W. Garfield Street
Centerville, lA 52544
(515) 856-3137

222 Fairview

Iowa City, lA 52240

(319) 337-8379

R. R. I

Numa, lA 52575
(515) 898-7391

PrQfgjsipnal Ad<jrg$$
Professional Telephone

Centerville Comm. Schools
West Francis
Centerville, lA 52544
(515) 437-4370

Penn School

I^orth Liberty, lA 52317
(319) 626-2311

Wayne Community Schools
607 S, West
Corydon, lA 50060
(515) 872-1034

131

1986 UTAH STS WORKSHOP
Iowa City, lA
July 6-12, 1986

Name
Position

Bill Barnes

Chairman/Science Dept.

Dwight Brown
Biology

Dale Christopherson
Chairman/Science Dept.

Orwin Draney
Chairman/Science Dept.

Kathryn Grandison
Science

Robert L. Hillier
Teacher

Greg Lewis

Chairman/Science Dept.

Virginia Ord
Teacher

Harvey Price
Science/Math

Home Address
Home Telephone

1678 Cherry Lane
Lay ton, UT 84041
(801) 544-8544

792 East 550 North
Bountiful, UT 84010
(801) 292-5336

4691 South 5900 West
Hooper, UT 84315
(801) 773-0573

249 North 800 East
Kaysville, UT 84037
(801) 544-8278

3753 South 2100 West
Roy, UT 84067
(801) 731-4269

2135 West 1070 North
Layton, UT 84067
(801) 544-3316

1695 East 1250 South
Ogden, UT 84404
(801) 782-6189

980 East Arlington Way
Bountiful, UT 84010
(801) 295-5106

741 West 1300 South
Woods Cross, UT 84087
(801) 295-7151

Professional Address
Professional Telephone

North Layton Junior High
1100 West 2000 North
Layton, UT 84041
(801) 774-7451

Bountiful High
695 S. Orchard Drive
Bountiful, UT 84010
(801) 299-2055

North Ogden Junior High
575 East 2900 North
Ogden, UT 84404
(801) 782-5771

Mound Fort Middle
1400 Mound Fort Drive
Ogden, UT 84404
(801) 399-3456

Roy Junior High
2100 West
Roy, UT 84067
(801) 825-1605

Sunset Junior High
1610 North 250 West
Sunset, UT 84041
(801) 774-7440

Central Middle School
781 75th

Ogden, UT 84401
(801) 399-3456

Millcreek Junior High
245 East 1000 South
Bountiful, UT 84010

Farmington Junior High
Farmington, UT

ERIC

i.95

Position

Ken Prince
Earth Science

Al Stokes
Teacher

Home Address
Home Telephone

5850 South 1376 East
Ogden, UT 84405
(801) 479-8866

4520 W. 1975 North
Ogden, UT 84404
(801) 731-1904

Professional Address
Professional Telephone

South Ogden Junior High
4300 S. Madison
Ogden, UT 84403
(801) 479-9040

South Ogden Junior High
4300 Madison Avenue
Ogden, UT 84403
(801) 399-3351

Brent Thurgood
Chairman/Science Dept.

6300 West 6000 South
Hooper, UT 84315
(801) 825-1742

Wahlquist Junior High
1033 North 1200 West
Ogden, UT 84404
(801) 399-3351

ERIC

196

1986 WYOMING SUMMER LEADERSHIP (ELEMENTARY)

East Douglas
June 7 to June 1 1

Name
Position

Barbara J. Broderdorp

Robert J. Bushong

Sonia Cottrell

Vanna Krank (McKay)

Ron Kribbs

David Kursisto

Robert Pesicka
Principal

Elizabeth Robertson

Home Telephone

611 S. 11th
Douglas, WY 82633
(307) 358-2799

538 S. 4th
Douglas, WY 82633
(307) 358-5395

1025 Vandera
Douglas, WY 82633
(307) 358-4412

520 S. 5th
Douglas, WY 82633
Unlisted

14 Mountain View Rd.
Douglas, WY 82633
(307) 358-4811

1936 Yucca Drive
Douglas, WY 82633
No Phone

627 Grand Street
Douglas, WY 82633
(307) 358-5727

Box 314

Douglas, WY 82633
(307) 358-3308

Professional Address
Professional Telephone

East Douglas Elementary
E. Hamilton Avenue
Douglas, WY 82633
(307) 358-3502

ERLC

197

1986 FLORIDA LEADERSHIP WORKSHOP (ELEMENTARY)
Tampa and Fort Lauderdale
June 25 - June 30, 1986

Name
Position

Debra K. Allen
Gifted Science /6

Katherine K. Bartlett
Science & Math

Marilyn Blackmer
Gifted Science

Mary Rita Brady
Teacher

Margaret (Bonnie) Brock
Teacher

Sandra Gout
Teacher/Gifted

Beatrice R. Green
Teacher/5

Judy Holtz
Asst. Principal

Barbara Morningstar
Teacher

Home Address
Home Telephone

4601 N. Cork Road
Plant City, FL 33566
(813) 754-3489

15305 Spruson Street
Odessa, FL 33556
(813) 920-5611

15504 Woodfair Place
Tampa, FL 33613
(813) 961-1407

6741 Miramar Pkwy.
Miramar, FL 33023
(305) 966-7201

5115 SW 92nd Avenue
Cooper City, FL 33328
(305) 434-7376

4216 Estrella
Tampa, FL 33629
(813) 872-8944

1016 Neptune Drive
Ruskin, FL 33570
(813) 645-1691

4530 N.E. 14th Terr.
Pompano Beach, FL 33064
(305) 781-4356

Professional Address
Professional Telephone

Burney-Simmons
901 E.' Evers
Tampa, FL 33566
(813) 752-3496

Seminole School
6201 N. Central Avenue
Tampa, FL 33604
(813) 231-9302

Lake Magdalene School
2002 Pine Lake Drive
Tampa, FL 33612
(813) 932-0275

A. C. Perry Elementary
6850 SW 34th Street
Miramar, FL 33024
(305) 981-5790

Yates Elementary
3105 Kings way
Brandon, FL 33511
(813) 689-3975

Buckhorn Elementary
1717 Miller Road
Valrico, FL 33594
(813) 685-3320

Norcrest Elementary
3951 N.E. 16th Avenue
Pompano Beach, FL 33064
(305) 941-3920

6988 NW 29 Way

Ft. Lauderdale, FL 33309

(305) 972-0424

Coral Springs Elementary
NW 110 Avenue
Cural Springs, FL 33065
(305) 752-3850

IDS

Name
Position

Rheta Norman
Teacher/5

Charlotte Pine
Teacher/Gifted

Lucinda Romano
Teacher/Gifted, Science

Garie H. Rose
Teacher

Sandra Schlichting
Elementary Science
Consultant

Ellyn B. Smith
Teacher/Gifted

Peggy A. Snuggs
Gifted Science

Frank A. Stone
Teacher/Science

Patricia Yarnot
Teacher/Gifted Science

Dorothy H. Zielinski
Teacher Math, Science
Grade 5

Home Telephone

2229 NW 62 Terrace
Margate, FL 33063
(305) 979-2371

1760 SW 67 Terrace
Plantation, FL 33317
(305) 791-7900

3217 Elk Court
Brandon, FL 33511
(813) 6811-6113

1839 Middle River Dr.
#104

Ft. Lauderdale, FL 33305
(305) 563-2749

10710 Dixon Drive
Riverview, FL 33569
(813) 677-6727

4018 Orangefield Place
Valrico, FL 33594
(813) 681-1899

17014 Aspen Meadow Dr.
Lutz, FL 33549
(813) 949-1585

622 N.E. 14th Avenue
Ft. Lauderdale, FL 33304
(305) 763-8328

14106 Bardsdale Lane
Tampa, FL 33625
(813) 961-8297

804 Scenic Hgts. Drive
Brandon, FL 33511
(813) 681-3320

Professional Address
Professional Telephone

Margate Elementary
6300 18th Street
Margate, FL 33063
(305) 972-6421

Nob Hill Elementary
2100 NW 104 Avenue
Sunrise, FL 33322

Progress Village
8113 Zinnia Drive
Tampa, FL 33694
(813) 677-6874

Pompano Beach Elementary
700 N.E. 13th Avenue
Pompano Beach, FL 33060
(305) 942-7100

Idea Factory, Inc.
Riverview, FL 33569
(813) 677-6727

Kingswood Elementary
3102 S. Kings Avenue
Brandon, FL 33594
(813) 689-9131

J. W. Lcckhart School
1714 E. Lake Avenue
Tampa, FL 33610
(813) 248-1530

Floramada Elementary
5152 NE 14 Way
Ft. Lauderdale, FL 33304
(305) 492-8880

Claywell School
4500 Northdale Blvd.
Tampa, FL 33624
(813) 963-2166

Kingswood Elementary
3102 S. Kings Avenue
Brandon, FL 33511
(813) 689-9131

ERLC

19.9

1986 STORM LAKE CHAUTAUQUA ROSTER
September 19-20 and February 27-28

Name
Position

Home Address
Home Teleohone

Professional Address
Professional Teleohone

Larry Beeson
Grades 9/10/11/12

McCook M. Est. #1 1
Jefferson, lA 51104
(605) 232-4618

North High School
4200 Cheyenne Blvd.
Sioux City, lA 51104

Judy Bierman
Grade 4

901 Harris
Cherokee, lA 51012
(712) 225-5552

Webster Elementary
400 North Roosevelt
Cherokee, lA 51012
(712) 225-2786

Karen Bleeker
Grade 5

1505 Elm Court
Sheldon, lA 51201
(712) 324-3606

Sheldon Christian
1425 E. 9th Street
Sheldon, lA 51201
(712) 324-2429

Beth Bretthauer
Grades 3/4

Box 62

Renwick, lA 50577
(515) 824-3786

Boone Valley
301 Montgomery
Renwick, lA 50577
(5 J 5) 824-3786

Hugo C. Denker
Grade 8

505 N. Main
Denison, lA 51442
(712) 263-4394

Denison Middle School
1515 E. Broadway
Denison, lA 51442
(712)263-9393

Steve DeRocher
Grades 6/7/8

601 3rd Street
Gushing, lA 51018
(712) 384-2462

Eastwood Community Sch.
Cushing, lA 51018
(712) 384-2568

Larry E. Eckard
Grade 8

308 2nd Avenue
Royal, lA 51357
(712) 933-2472

Clay Central
Church Street
Royal, lA 51357
(712) 933-2241

Robert Fertig
Grades 6/7/8

Box 69

Moville, lA 51039
(712) 873-3911

Woodobury Central
Climbing Hill
Moville, lA 51039

Linda Fiske
Grade 5

R. R. 1

Correctionville, lA
(712) 375-5206

Eastwood School
Cushing Center
Cushing, lA
(712) 384-2568

Pat Fredrickson

^«t*orlA A.
LJrdQc H

R. R.

Larrabee, lA
(712) 437-2493

Webster Elementary
400 North Roosevelt
Cherokee, lA 51012
(712) 225-2786

2 0

Name
Position

Home Address
Home Teleohone

Prof?S5ional Adclre?s
Professional Teleohone

Marjorie Frisbie
Grade 6

Box 224A, R.R.4
Cherokee, lA 51012
(712) 2?5-4i07

Roosevelt Middle School
9929 N. Roosevelt
Cherokee, lA 51012
(712)

Randy W. Graff
Grades 8/9

1 1 1 1 Fargo Street
Spirit Lake, I A 51360
(7i2) 336-4308

Spirit Lake
2000 Hill Avenue
Spirit Lake, lA 51360
(712) 336-1370

Lisa Holtze
Grade 5

3830 Pierce Street
Sioux City, lA 51106
(712) 258-2117

Washington School
2550 S. Martha Street
Sioux City, lA 51106

Ann Johnke
Grades 9/10/11/12

Box 9

Royal, lA 51357
(712) 933-2227

Clay Central
Church Street
Royal, lA 51357
(712) 933-2242

Mike Kobliska
Grades 3/4

Box 84

Renwick, lA 50577
(515) 824-3501

Boone Valley
301 Montgomery Street
Renwick, lA 50577
(515) 824-3489

Eric Larsen
Grades 8/9/10-12

Box 275

Anthon, lA 51004
(712) 373-5605

Anthon - Oto School
Anthon, lA 51004
(712) 373-5246

Harley R. Lehman, Jr.
Grade 8

R.R. 2, Box 12
Webster City, lA 50595
(515) 832-5645

Webster City Junior H.S.
740 Bank Street
Webster City, lA 50595
(515) 832-2648

Harlan Meints
Grades 7/8/9

Box 12

Ute, lA 51060
(712) S55-2C92

Charter Oak- UTE
Charter Oak, lA 51060
(712) 885-2692

Nancy Parrot
Grades 5/6

105 N. 4th
Washta, lA 51037
(712) 447-6109

Meriden-Cleghorn Comm.Sch.
405 Eagle
Meriden, lA 51037
(712) 443-8378

Sheree Pandil
Grade 6

2947 19th Avenue N.
Fort Etodge, I A 50501
(515) 573-7615

Fair Oaks Middle School
416 S. 10th
Fort Dodge, lA 50501
(515) 576-3138

Becky Phipps
Grade 5

R.R. 3

Cherokee, lA 51012
(712) 225-4705

Roosevelt Elementary
929 N. Roosevelt
Cherokee, lA 5i0l2
(712) 225-2425

Name

Edna M. Tonner
Grade 4

Harold Troyer
Grades 5/f

Home Address
Home Telephone

Box IS

Primghar, lA 51248
(712) 757-3106

R.R. 2

Manson, lA 50541
(712) 469-2606

Professional Address
Professional Telephone

Sanborn Community School
Main Street
Sanborn, lA 51248
(712) 729-3281

Gilmore City-Bradgate Sch.
Gilmore City, lA 50541
(515) 373-6092

202

1986 SPRINGBROOK CHAUTAUQUA ROSTER
October 31 -November 1 and May 2-3

Name
Position

Lynn Altemeier
Grade 7

Charles Barker
Grades 9-12

Sandy Booker
Grades 4-6

Janelle Bryte
Grades 7/8/9-12

Gary N. Cameron
Grade 9

Janet Comfort
Grade 5

Cheryl Corey
IC-12

Kay Dreyer
Grades 7/8

J.Alan Fink
Grade 4

Veda F. Flint
Grade 4

Rodney D. Hacker
Grade 6

Home Address
Home Telephone

304 34th Court

W. Des Moines, lA 50265

(515) 225-0035

Avoca, lA 51521
(712) 343-6301

Box 207

Riverton, lA 51650
(712) 387-3841

R.R. 2

Northboro, I A 51650
(712) 534-2265

5919 Greendale PI. #202
Johnston, lA 501 3 1
(515) 270-0247

P.O. Box 87
Blencoe, lA 51523
(712) 452-2786

Box 494

Walnut, lA 51577
(712) 784-3676

Box 233

Fairagut, lA 51650
(712) 385-8131

701 N. 7th Street
Oskaloosa, lA 52577
(515) 673-0091

309 Ridgeway Drive
Glenwood, lA 51534
(712) 527-9167

R. R. 3

Oskaloosa, lA 52577
(515) 673-8248

Professional Address
Professional Telephone

Indian Hills Junior H.S.
940: Indian Hills Drive
Des Moines, lA 50265
(515) 223-5705

Walnut High School
Walnut, lA 51521

Farragut Community School
Farragut, lA .^1650
(712) 385-8131

Farragut Community School
Farragut, lA 51650
(712) 385-8131

Hoover High School
4800 Aurora Avenue
Des Moines lA 50310
(515) 276-&584

Perry Community School
Perry, lA 50220

Walnut High School
Walnut, lA 5157^
Walnut,IA 5157'/
(712) 784-3615

Farragut Community School
Farragut, lA 51650
(712) 385-8131

Lincoln Elementary
911 B Avenue West
(515) 673-7462

Northeast Elementary
8 N. Linn

Glenwood, lA 51534
(712) 527-487*;

Lincoln Elementary
911 B Avenue West
Oskaloosa, lA 51577
(515) 673-7462

ERLC

2?3

Name
Position

Hpigg Address
Home Telephone

Profgssipnal Address
PrQfgssiQnal T^igphgng

Keitha J. Herington
Grade S

Lynnette A. Keating
Grade 6

Vicki LePorte
orade 9

Roger Malhias
Grade 8

Cheryl K. Peck
Grades 7-12

Ronald W. Pethoud
Grade 6

Patricia A. Semprini
Grades 7-9

Andrew C. Sione
Grades 4/5/6

Pamela Stone
Grade 4

Judith L. Wachter
Grades 5/6

Fred E. Worrell
Grade 5

R.R. 3

Oskaloosa, lA 52577
(515) 673-5339

1013 Manor Dr., Apt 8
Creston, lA
(515) 7882-9257

R.R. 1

Shenandoah, lA 51601
(712) 246-5121

1011 Chestnut Street
Atlantic, lA 50022
(712) 243-3623

R.R. 2

Glidden, lA 51443
(712) 659-2205

1602 21st
Harlan, lA 51537
(712) 755-2533

406 1st St., SW
Clarion, lA 50452
(515) 532-2236

Box 198

Newton, lA 50208
(515) 792-7880

Box 198, RR 4
Newton, lA 50208
(515) 792-7880

R.R. 2, Box 134
Creston, lA 50831
(515) 782-7958

Box 7

Kiron, lA 51442
(712) 675-4528

Garfield Elementary
227 S. Main Street
Oskaloosa, lA 52577
(515) 673-3052

East Union Comm. Schools
Lorimor Building
Creston, lA

Shenandoah High School
1000 Mustang Drive
Shenandoah, lA 51601
(712) 246-4727

Schuler Junior H.S.
1100 Linn Street
Atlantic, lA 50022

Glidden-Ralston Comm. Sch.
Idaho Street
Glidden, lA 51443
(712) 659-2289

Harlan Middle School
7th & Baldwin
Harlan, lA 51537
(712) 755-3196

Cal Community Schools
Box 459

Latimer, lA 50452
(515) 579-6086

Woodrow Wilson Elementary
801 S. 8th Avenue W.
Newton, lA 50208
(515) 792-7311

Lincoln Elementary
701 S. 4th Avenue E.
Newton, lA 50208
(515) 792-4494

East Union Community Sch.
Arispe, lA 50831
(515) 346-2231

Denison Community School
Denison, lA 51442
(712) 263-3104

ERLC

204

Name Home Address

Position Home Telephone

Donna Wynn 21 1 1 Douglas

Grade 4 Sioux City, lA 5II04

(712) 252-3117

Craig A. Zoellner R.R. 1

Grades 9-12 Nora Springs, lA 50401

(515) 749-2457

Professional Address
Professional Telephone

Hunt Elementary

615 20th Street
Sioux City, lA 51104
(712) 279-6833

Newman High School
2445 19th Street SW
Mason City, lA 50401
(515) 423-6939

1986 DECORAH CHAUTAUQUA ROSTER
October 3-4 and January 30-31

Name
Position

Cheryl Donlon

Carolyn England
Grade 8

Daniel Reed England
Grade 5

Barbara Glessner
Grade 7

Lynda Hubbard

Shirley Kellogg
Grades 7/8/9-12

Paula Jewell

Amy Kust

Dave Kust

Myrna M. Moore
Grade 6

James Ostby
Grade 7

Meg Storkamp
Grades 6/8

Home Address
Home Telephone

Box 31

Ft. Atkinson, lA 52150
(319) 534-7191

Box 31

Ft, Atkinson, I A 52150
(319) 562-3617

1946 W. 7th Street
Waterloo, lA 50702
(319) 234-8145

1114 Acre

Guttenberg, lA 52052
(319) 252-1114

Hillcrest Addition
Fredericksburg, I A 52135
(319) 237-6137

2303 Franklin Street
Cedar Falls, lA 50701
(319) 266-6340

Professional Address
Professional Telephone

St. Benedict School
Rural Avenue
Decorah, lA 52101

Turkey Valley

Jackson Junction, lA 52150

(319) 776-7496

St. Wenceslaus Elementary
Spillville, lA 52168
(319) 562-3617

West Intermediate School
W. 5th Street
Waterloo, lA 50702
(319) 233-8497

St. Benedict School
Rural Avenue
Decorah, I A 52101

Guttenberg Community
131 River Park Drive
Guttenberg, lA 52052
(319) 252-2341

St. Benedict School
Rural Avenue
Decorah, I A 52101

Torah Academy
2800 Joppa Avenue S.
St. Louis Park, MN 55416

John Kline Elementary
Decorah, lA 52101

Larrabee Elementary
Clermont, lA 52135
(319) 423-5273

Edison Intermediate Sch.
800 Rock Island Avenue
Waterloo, I A 50701
(319) 234-2855

Sc. Benedict School
Rural Avenue
Decorah, lA 52101
(319) 382-4668

ERLC

206

1986 BETTENDORF CHAUTAUQUA ROSTER
November 7-8 and March 13-14

Name
Position

Steven Andrusyk
Grades 4/5/6

Steven W. Bateman
Grade 8

William C. Beck
Grade 6

Kenneth Brady
Grade 9

Sandra S. Brady
Grade 6

David J. Brune
Grades 5/6/7/8

David L. Buigus
Grade 6

Sharon E. Cinotto
Grades 4/5/6

Charlotte Densford
Grade 5

Homfi Address
Home Telephone

2415 Tremont Avenue
Davenport, lA 52803
(319) 324-8223

3005 Olde Country Lane
Dubuque, lA 52001
(319) 556-7190

1719 1/2 12th Avenue
Moline, IL 61265
(309) 762-3213

203 Broadway

Lost Nation, lA 52242

(319) 678-2311

203 Broadway

Lost Nation, lA 52242

(319) 678-2311

615 N. 5th Street
West Point, lA 52626
(319) 837-6160

1400 O'Hagen Street
Dubuque, lA 52001
(319) 583-7849

219 Timber Valley
Blue Grass, lA 52773
(319) 381-2475

2412 36th Avenue
Rock Island, IL 61256
(309) 788-7841

Professional Address
Professional Telephone

Buffalo Elementary School
329 Dodge Street
Buffalo, lA . 2728
(319) 381-2232

Jones Junior H.S.
1090 Alta Vista Street
Dubuque, I A 52001
(319) 557-9511

Horace Mann Elementary Sch.
Rt 1, Box 115
Moline, IL 61265
(309) 399-3139

Maquoketa Junior H.S.
200 E. Locust
Maquoketa lA 52060
(319) 652-4956

Lost Nation Community Sch.
100 Winter Street
Lost Nation, lA 52242
(319) 678-2142

Harmony Middle School
Farmington, lA 52626
(319) 878-3814

Irving Elementary School
2520 Pennyslvania Avenue
(319) 557-9780

Walcott Elementary School
545 East James
Walcott, lA 52773
(319) 284-6253

Hampton Elementary School
206 5th Street
Hampton, IL 61201

Rae Ann Dickinson
Grades 3/4

816 River Street
Sabula, lA 52070
(319) 687-2810

East Central Schools
Sabula, lA 52070
(319) 687-2427

ERiC

2)1

Name
Position

Glenn Drowns
Grades 8/11/12

Sheila Engel
Grade 4

James W. Engler
Grade 6-

Kathy Erickson
Grades 5/6

Thomas B. Ervin
Grades 8/9

Larry G. Flathman
Grades 6/8

Linda M. Free
Grade 4

Marlene Gaston
Grades 5/6

Wilma M. Graden
Grades 6/7

Helena K. Hallowell
Grade 5

Home Address
Home Telephone

R.R. 1, Box 37
Calamus, lA 52729
(319) 843-2368

2615 W. 36th Street
Davenport, lA 52804
(319) 391-2916

2914 Allen Street
Muscatine, lA 52761
(319) 263-7632

311 East 10th Street
Davenport, IL 61201
(319) 322-0432

R.R. 1, Box 472
LeClaire,IA 52753
(319) 289-3139

840 E. Iowa St. #3-D
Eldridge, lA 52722
(319) 285-7021

2129 13th Street
Moline, lA 52722
(309) 762-0110

Rt 2, Box 241
Wellman, lA 52247
(319) 646-2440

1544 23rd Street
Bettendorf, lA 52722
(319) 355-2431

R.R. 2, Box 161A
Burlington, lA 52601
(319) 752-4027

Professional Address
Professional Telephone

Calamus- Wheatland H.S.
Wheatland, lA 52777
(319) 374-1292

Holy Family School
1926 Marquette Street
Davenport, lA 52804
(319) 324-3205

Central Middle School
Cedar Street
Muscatine, lA 52761
(319) 263-7784

Lincoln Elementary Sch.
21st & 6th Avenue
Rock Island, IL 61201
(309) 786-4161

Wood Junior H.S.
5701 North Division
Davenport, lA 52753
(319) 391-6350

Bettendorf Middle School
2030 Middle Road
Bettendorf, lA 52722
(319) 359-3686

Neil Armstrong School
800 23rd Street
Bettendorf, lA 52722
(319) 359-8275

Kalopa Elementary School
Kalona, lA 52247
(319) 656-2243

Middle School
2030 Middle Road
Bettendorf, lA 52722
(319) 359-3686

Washington Elementary Sch.
1910 Agency
Burlington, lA 52601
(319) 753-5092

ERIC

208

Name
Position

Home Address
Home Teleohone

Professional Address
Professional Teleohone

Kay Hoyt
Grades 4/5/6

3 Cherokee Court
Eldridge, lA 52748
(319) 285-8268

Jackson Elementary School
1307 Wisconsin Avenue
Davenport, lA 52804
(319) 322-1787

Phillip D. Hund
Grade 8

#9 W. Colorado Ct.
Davenport, lA 52804
(319) 391-4185

Williams Junior H,S.
3040 N. Division
Davenport, lA 52804
(319) 391-6550

Penny Jo Jacobi
Grade 7

R. R. 1

Wheatland, lA 52777
(319) 374-1266

Calamus/Wheatland Com. Sch.
Wheatland, lA 52777
(319) 374-1292

Kathleen A. Jager
Grade 1

1003 W. Locust St. #3
Davenport, lA 52804
(319) 324-6897

Holy Family School
1926 Marquette Street
Davenport, lA 52804
(319) 324-3205

Norma Jones
Grade 5

1001 Hillside Drive
Bettendorf, lA 52722
(319) 359-5952

Mark Twin School
1620 Lincoln Road
Bettendorf, lA 52722
(319) 359-8263

Helen E. Keppler
Grade 5

1265 Grandview Avenue
Dubuque, I A 52001
(319) 582-2372

Bryant

1280 Rash Street
Dubuque, lA 52001
(319) 557-9631

David Langtimm
Grade 4/6

3220 Oxford Drive
Bettendorf, lA 52753
(319) 355-0992

Cody Elementary School
LeClaire, lA 52753
(319) 289-5132

Barbara Maas
Grade 7

105 Park Avenue Street
Eldridge, lA 52806
(319) 285-9465

Wood Junior H.S.
5701 N. Division Street
(319) 391-6350

Marcia Manner
Grade 5

511 6th Street W.
Andalusia, IL 6123 ++
(309) 798-2510

Reynolds Elementary School
Box 6

Reynolds, IL 61279
(309) 372-8822

Nancy McGrath
Grade 7

3692 2nd Street Ct.
E. Moline, IL 61244
(309) 755-4508

Wood Junior H.S.
5701 N. Division
Davenport, lA 52806
(319) 391-6350

Joan I. McShane
Grades 4/5/6

1121 W. 15th Street

DavPnnnrt TA S98fl4

(319) 323-5886

Jefferson Elementary

*\J£, t iViartiUCLlC

Davenport, lA 52804
(319) 322-3557

2j.9

Name
Position

Home Address
Home Telephone

Professional Address
Professional Telephone

Joel Moeller
Grades 4/5/6

Carol Montz
Grade 4

Mary R. Mueller
Grade 1

Ranae R. Rickels
Grades 9-12

Irene £. Rockhold
Grade 5

David P. Schmidt
Grades 9-12

Ronald M. Schneider
Grade 9

Joel Schroeder
Grades 9-12

Carley Smith
Grade 4

Chris Soldat
Grade 7-9

Mary Thiel
Grades 5/6

3164 Sunburst Drive
Bettendorf, lA 52722
(319) 322-6152

R,R, 1

Webster, lA 52356
(319) 667-5675

1323 W, High Street
Davenport, lA 52804
(319) 326-5223

13677 Crosby Road
Morrison, I A 61270
(815) 772-4570

1115 155th Avenue W.
Milan, IL 61264
(309) 787-4548

3700 11th Avenue
Rock Island, IL 61201
(309) 788-1373

2235 N. Thornwood
Davenport, lA 52804
(319) 391-0922

Box 85, R.R. 1
Calamus, lA 52729
(319) 246-2778

820 W. nth Street
Milan, IL 61264
(309) 787-1649

Rt. 3, Box 196
Iowa City, lA 52240
(319) 683-2817

Delmar, lA 52037

Riverdale/Pleasant View
Elementary School
Highway #67
Pleasant Valley, lA 52722
(319) 355-5347

Mid-Prairie/Wellman Elem.
Wellman, lA 52356
(319) 646-2984

Holy Family School
1926 Marquette Street
Davenport, lA 52804
(319) 324-3205

Clinton High School
8th Avenue & 9th Street
Clinton, lA 52732
(319) 243-7540

Reynolds Elementary Sch.
Box 6

Reynolds, IL 61279
(309) 372-8822

United Township H.S.
42nd Ave. & Archer Dr
East Moline, IL 61244
(309) 752-1675

Williams Junior H.S.
3040 Division
Davenport, lA 52804
(319) 391-6350

Calamus-Wheatland H.S.
Wheatland, lA 52777
(319) 374-1292

Hampton Elementary
206 5th Street
Hampton, IL 61256
(309) 755-0693

Mid-Prairie Junior H.S.
Kalona, lA 52247
(319) 656-2241

Delwood Community Schools
Delmar, lA 52037

ERLC

210

Name
Position

Home Address
Home Telephone

Professional Address
Professional Telephone

Alberta Thien
Grades 4/5

Helen Van Vooren
Grade 5

Gabriel A. Verstraete
Grades 9-12

Karla K. Weidler
Grades 6/7

LaRee Ann Wells
Grade 6

Nancy Wright
Grades 5/6

R.R. 2

Tipton, lA 52761
(319) 886-2866

223 28th Avenue
Moline, IL 61265
(309) 797-4393

513 23rd Avenue
East Moline, IL 61244
(309) 755-8812

1705 Devitt
Muscatine, lA 52761
(319) 263-3650

Box 26

Reynolds, IL 61279
(309) 372-4261

1510 Douglas
Dubuque, lA 52001
(319) 588-3170

Mulberry School
32! I Mulberry Street
Muscatine,iA 52761
(319) 263-8143

Horace Mann Elementary Sch.
Route 1, Box 115
Moline, IL 61265
(309) 799-3139

United Township H.S.
Archer Drive & 42nd Ave.
East Moline, IL 6)244
(309) 752-1675

Central Middle School
901 Cedar Street
Muscatine, lA 52761
(319) 263-7784

Reynolds Elementary Sch.
Box 6

Reynolds, IL 61279
(309) 372-8822

Lincoln Elementary School
1101 West 5th
Dubuque, lA 5"00I

ERiC

211

1986 UTAH STS WORKSHOP
Provo
July 14 - July 19

Name
Position

Alice W. Clemans

William A. Crosby

Robert C. Cuff
Clark H. Day

Lynda L. Giese

Leslie D. Good

William J. Hunter, Jr.

Ric'.iard R. Peterson

Douglas Pusey

Collin E. Rose

Steven D. Rowley

Home Address
Home Telephone

154 E. Center Street
P.O. Box 131
Laketown, UT 84038
(801) 946-8631

150 North 610 West #61
Hurricane, UT 84737
(801) 635-2679

675 West 3rd Avenue
Richfield, UT 84701

955 South 800 East
Springville, UT 84663
(801) 489-4632

691 East 1500 South
Vernal, UT 84078
(801) 789-6809

110 East 1st South
Mayfield, UT 84643
(801) 528-3250

828 West River Glen Dr.
Murray, UT 84123
(801) 266-7060

Box 326

Manilla, UT 84046
(801) 784-3512

532 East 700 South
Orem, UT 84058
(801) 225-0199

P.O. Box 78
Annabella, UT 84711
(801) 896-8020

541 West 600 North
Richfield, UT 84701
(801) 896-6658

Professional Address
Professional Telephone

(801) 793-2135

(801) 635-4608
(801) 635-2931

(801) 835-4618

(801) 784-3174

(801) 224-8122

(801) 527-4431

(801) 896-8247

ERIC

212

Name
Position

Judj Wagner

Thomas J. WilHs, HI

Royle V. Wood

Jay Woodard

Home
Home Telephone

1010 South 4th East #33
Springville, UT 84663
(801) 489r.372l

Rt 1, Box 58G
Genola, UT 84655
(801) 754. 3010

369 South 460 West 100-8
Hurricane, UT 84737
(801) 635-2689

432 North 100 East
Nephi, UT 84648
(801) 623-1748

Professional Address
Professional Telephone

(801) 489-9477

(801) 465-9231

(801) 635-4608

213

1986 UTAH STS WORKSHOP
Ogden
July 14 - July 19

Name
Position

Lyle E. Allen
Albert L. Bouwhuis
Robert W. Cefalo
Michelle L. Cunningham
Clair T. Hiatt
Jane 3. Holmes

Duane S. Isaac
John E. James
Eldon C. Jensen
Glen H. Lzm^Zon

Home Address
Home Telephone

1069 South 8700 East
Huntsville, UT 84317
(801) 745-6636

4065 Porter
Ogden, UT 84403
(801) 394-5636

621 South 200 West
Brigham City, UT 84302
(801) 723-6105

1175 Canyon Rd. #39
Ogden, UT 84404
(801) 394-3531

1211 Valhalla Drive
Clearfield, UT 84015
(801) 773-3636

3463 Viking Drive
Nordic Valley
Liberty, UT 84310
(801) 745-3908

42 South 750 East
Bountiful, UT 84010
(801) 295-9248

4588 South 3650 West
Roy, UT 84067
(801) 731-7009

961 N. Main
Farmington, UT 84025
(801) 451-2487

Professional Address
Professional Telephone

(801) 745-3713

(801) 479-6140

(801) 723-8533

(801) 731-4255

(801) 399-3456 ext. 235

1934 Redondo Avenue

Salt Lake City, UT 84108

(801) 486-9426 (801) 322-1471

ERIC

214

Name
Position

James H. Larsen

Larry Leatham
Gary R. Lee
Lyle R. London
Perry I. Madson
Gary D.Morrill
Kathleen P. Ochsenbein
Biaine C. Phillips
Alan N. Porter
Larry E. Tuttle
Anthony B. Waddell
Wilford Wilson

Home Address
Home Telephone

P.O. Box 42

(Lot 30, Fairview Heights)
Fairview, UT 84629
(801) 427-9223

205 East 52C0 South
Ogden, UT 84405
(801) 479-3716

567 28th Street
Ogden, UT 84403
(801) 392-3373

4945 South 2875 West
Roy, UT 84067
(801) 825-8813

2212 E. Antelope Drive
Layton, UT 84041
(801) 546-3489

R.F.D. Box 227-B
Coalville, UT 84017
(801) 336-5500

5948 South 2000 West
Roy, UT 84067
(801) 825-4924

5275 South 200 West
Ogden, UT 84405
(801) 479-8688

1225 North 200 West
Bountiful, UT 84010
(801) 295-3271

1044 East 3200 North
N. Ogden, UT 84404
(801) 782-4809

2730 Jackson Avenue
Ogden, UT 84403
(801) 393-5736

3008 West 1975 North
Ogden, UT 84404
(801) 731-4795

Professional Address
Professional Telephone

(801) 399-3456 ext. 250

(801) 782-5771

(801) 336-5656

(801) 825-1605

(£01) 782-0690

(801) 399-3456 ext. 235

(801) 399-3551

(801) 479-7^^20

ERIC

215

Name Home Address Professional Address

Position Home Teleiohone Professional Telephone

Farrell K. Yeates 635 East 100 North

Centerville, UT 84014
(801) 295-7017)

21G

1986 EAST DOUGLAS ELEMENTARY WORKSHOP

August 15 to August 20

Name

Home Address
Home Teleohone

Professional Address
Professional Teleohone

Bonnie Anderson
Grade 5

Box 1212
Lusk, WY 82225
(307) 334-2954

Lusk Elementary
Lusk, WY 82225
(307) 334-2224

Dan Anderson
Grade 5

Box 1073
Lusk, WY 82225
(307) 334-3297

Lask Elementary
Lusk, WY 82225
(307) 334-2224

Edie Brewer
Grade 4

4712 E. 13th Street
Cheyenne, WY G200!
(307) 638-6842

Churchill Elementary
510 W. 29th Street
Cheyenne, WY 82001
(307) 635-5211

Carlyle Buechler
Rural School K-8

Star Rt. 1, Box 151A
Lusk, WY 82225
(307) 334-3446

Zerbst School
Star Rt. I, Box 151A
Lusk, WY 82225
(307^ 334-3446

Shirley Debus
K-1 Aide

Box 1071
Lusk, WY 82225
(307) 334-2861

Lusk Elementary
Lusk, WY 82225
(307) 334-2224

Stephen Fenton
Principal

Box 73

Lusk, WY 82225
(307) 334-3036

Lusk Elem. & Middle Sch.
Niobrara Co. Sch. Dist. 1
Lusk, WY 82225
(307) 334-2224

Jane F'-
Grade -

917 E. 10th

Pino Bluffs, WY 82082

(307) 245-3618

Pine Bluffs Elementary
Pine Bluffs, WY 82082
(307) 245-.'»634

Judy Hamaker
Grade 1

Box 211

Lusk, WY 82225
(307) 334-3734

Lusk Elementary
Lusk, WY 82225
(307) 334-2224

Joyce Hammer
Kindergarten

Box 286

Lusk, WY 82225
(307) 334-3031

Lusk Elementary
Lusk, WY 82225
(307) 334-2224

Marylou Huitt
K-8 Substitute

Lusk, WY 82225
(307) 334-3561

ERIC

217

Position

Home Address
Home Teleohone

Professional Address
Professional Teleohone

Norma Hunt
Grade 2

llOf^ Orppn Arrpc Cnurt

Cheyenne, WY 82001
(307) 635-8535

j^cuficui dciiiciiiary

807 Coolidge Street
Cheyenne, WY 82001
(307) 634-2157

Yvonne Jensen
Special Ed. Aide

Box 672

Lusk, WY 82225
(307) 334-3898

Lusk Middle School
Lusk, WY 82225
(307) 334-2224

Rebecca Kaltenheuser
Grade 1

Box 1047
Lusk, WY J2225
(307) 334-3670

Lusk Elementary
Lusk, WY 82225
(307) 334-2224

Jan Kindle

K-8 Library Aide

Box 71

Lusk, WY 82225
(307 3: -3173

Lusk Elementary
Lusk, WY 82225
(307) 334-2224

Laura Klenk
Rural School, K-8

Box 143

Lance Creek, WY 82222
(307) 334-3571

Lusk Elem. & Middle School
Lusk, WY 82225
(307) 334-2224

Bev Miller
Grade 4

Star Rt. Box 333
Lance Creek, WY 82222
(307) 334-3498

Lusk Elementary
Lusk. WY 82225
(307) 334-2224

Earl Richardson
Grades 5 & 6
Science/Reading

708 Aranaho
Cheyonne, WY 82009
(307) 632-0225

0alU XJivUlvlllcil jr

903 Adams
Cheyenne, WY 82001
(307) 632-6424

Linda Robinson
Grade 6

4408 Pine Cove Road
Billings, MT 59106
(406) 656-1871

Ppntrftl Hpiffhf^ 5?chnnl

V^vtlLicIl AAVI|^lllO dVllvWJ

120 Lexington Avenue
Billings, MT 59102
(406) 656-4240

Anita Troudt
Grade 2

Box 1242
Lusk, WY 82225
(307) 334-2307

Lusk Elementary
Lusk, WY 82225
(307) 334-2224

Gary Troudt
Social Studies, PE

Box 1242
Lusk, WY 82225
(307) 334-2307

Lusk Middle School
Lusk, WY 82225
(307) 334-2224

Joe Tully
Grades 6, 7, 8

Box 903

Lusk, WY 82225
(307) 334-3528

Lusk Middle School
Lusk, WY 82225
(307) 334-2224

Wava Tully
Grade 2

Box 903

Lusk, WY 82225
(307) 334-3528

Lusk Elementary School
Lusk, WY 82225
(307) 334-2224

ERIC

218

Name
Position

May Wallace
Grade 3

Roger Will
Grade 4

Shirley Wulf
Elementary Monitor of
Basic Skills

Home Address
Home Telephone

328 Main Street
Bums, WY 82053
(307) 547-2251

2780 CUve Drive
Cheyenne, WY 82001
(307) 634-6230

P.O. Box 694

Pine Bluffs, WY 82082

(307) 245-3855

Professional Address
Professional Telephone

Hillsdale Elementary
Nash Street
Hillsdale, WY 82060
(307) 547-3468

Albln Elementary
Albin, WY 82050
(307) 246-3362

School Admin. Office
311 8th Street
Pine Bluffs, WY 82082
(307) 245-3738

1986 WYOMING ELEMENTARY WORKSHOP
Laramie
August 4 to 9

Position

Maiy A. Boe
Teacher/1

Elizabeth V. Bujak
Teacher/5,
Sci. Curr. Chair.

Deanna Caines
Teacher/ 1 -6

Judith Coulter
Teacher/4

David A. Craig
Teacher/ 1, 4-6

Gail M. Craig
Teacher/4

James J. Dever
Principal

Mary Feagler
Teacher/1, 2

Pauline Jolley
Teacher/2

James Gene Jones
Teacher/5, Mentor

Home Address
Home Telephone

309 Big Horn
Moorcroft, WY 8272 1
(307) 756-9285

Box 373

Glenrock, WY 82^^37
(307) 436-9522

Hyattville, WY 82^3-28
(307) 469-2205

4622 East 16th Street
Cheyenne, WY 82001
(307) 638-1153

2928 West A
Torrington, WY 82240
(307) 532-7228

2928 West A Street
Torrington, WY 82240
(307) 532-7228

2614 E. 6th
Casper, WY 82609
(307) 237-9867

2415 East G
Torrington, WY 82240
(307) 532-4723

Rt. 1, Box 18
Hulett, WY 82720

82132 Orange Grove
Indio, CA 92201
(619) 347-1050

Professional Address
Professional Telephone

Moorcroft Elementary
101 S. Bell Fourche Ave.
Moorcroft, WY 82721
(307) 756-5573

Box 1240

Glenrock, WY 82637
(307) 436-2774

Manderson Elementary
Manderson, WY 82432

Hillsdale, WY
(307) 547-3468

Torrington Elementary
436 East 22nd
Torrington, WY 82240
(307) 532-4003

Poison Spider School
P.O. Box 6150
Raderville Route
Casper, WY 82604
(307) 472-7904

Torrington Elementary
436 East 22nd
Torrington, WY 82240
(307) 532-4003

Hulett Elementary
Hulett, WY 82720
(307) 467-5231

Valley View School
85270 Valley Road
Coachella, CA 92236
(619) 398-4651

ERIC

220

Name
Position

Home Address
Home Telephone

Professional Address
Professional Telephone

Steven W. Kiley
Teacher/4

Carie King
Teacher/3

Rodney Knudson
Librarian/K-12
& Adult

Nina Knuppel
Teacher/2

Patricia Kottraba
Teacher/ I

Judy Krug
Teacher/3

Kathleen Lyon
Teacher/3

Betsy Mahoney
Gifted & Talented

Penny McPherson
Teacher/4

Jack L. Mitchell
Science/5 & 6

Jean Mitchell
Teacher/1

Box 3465

Gillette, WY 82716
(307) 682-2162

1724 Fetterman #3
Laramie, WY 82070
(307) 742-5719

145 Bush Street
Hulett, WY 82720
(307) 467-5405

Box 244

Pine Bluffs, WY 82082
(307) 245-3691

104 W. Campbell
Moorcroft, WY 82721
(307) 756-9580

109 Arrowhead Road
Torrington, WY 82240
(307) 532-3162

P.O. Box 114
Albin, WY 82050
(307) 246-3457

P.O. Box 96
Alva, WY 82711

Moorcroft Elementary
Box 156

Moorcroft, WY 82721
(307) 756-3373

811 South 17th Street
Laramie, WY 82070
(307) 745-4800

Hulett School
401 Sager Street
Hulett, WY 82720
(307) 467-5947

Carpenter Elementary
Carpenter, WY 82054
(307) 649-2416

Moorcroft Elementary
Box 158

Moorcroft, WY 82721

Torrington Elementary
436 East 22nd
Torrington, WY 82240
(307) 532-4003

Albin School
Albin, WY 82050
(307) 246-3362

Hulett Elementary
Hulett, WY 82720

P.O. Box 755 Moorcroft Elementary

Moorcroft, WY 82721-0755 Box 158
(307) 756-3729 Moorcroft, WY 82721

(307) 756-3373

1 1 5 Dayton Drive
Cokeville, WY 83114
(307) 279-3458

115 Dayton Drive
Cokeville, WY83114
(307) 279-3458

Cokeville Elementary
Box 400

Cokeville, WY 83114
(307) 279-3233

Cokeville Elementary
Box 400

Cokeville, WY 83114
(307) 279-3233

ERIC

Name
Position

David R.Nelson
Teacher/6

Georgia Phipps
Teacher/6

Diana M. Schmitt
Teacher/6

Susan Stevens
Teacher/3

May Stewart
K-8 (Rural)

Mary Streeter
Sub Teacher

Shirley Westerhausen
Teacher/2

Home Address
Home Telephone

1019 Sanders Drive
Laramie, WY 82070
(307) 745-9029

Sage Hills Subdivision-4
Glen Rock, WY 82637
(307) 436-9048

6007 South View Road
Laramie, WY 82070
(307) 721-3978

Box 234

Pine Bluffs, WY 82082
(307) 245-3658

P.O. Box 1864
Casper, WY 82602
(307) 234-1223

Rt. 4, Box 640
Hulett, WY 82720

1704 Monte Vista Lane
Gillette, WY 82716
(307) 682-7497

Professional Address
Professional Telephone

Thayer School
Laramie, WY 82070

Poison Spider School
6150 Raderville Rt.
Casper, WY 82604
(307-472-7904

811 South 17th Street
Laramie, WY 82070
(307) 745-4800

Pine Bluffs Elementary
6th & Elm

Pine Bluffs, WY 82082
(307) 245-3634

Boxelder Rural School
Glenrock, WY 82637

Hulett School
Hulett, WY 82720

Moorcroft Elementary
101 Bell Fourche
Moorcroft, WY 82721
(307) 756-3373

222

APPENDIX II
SAMPLE LISTING OF PARTICIPANT PRODUCTS

'C3

WORKSHOP PRODUCTS REPORTED BY 1984 PARTICIPANTS

Workshop Presentations
National

1986 NSTA - San Francisco

1985 National Association of Laboratory Schools - Denver

1985 NSTA - Cincinnati

1984 NSTA . Boston

1983 NSTA - Dallas

Physical Science Ideas to Southeast NE Science Teachers

State

1987 Imagination Celebration - Buffalo

1986 Imagination Celebration Buffalo

1986 Science Teachers Association of New York - Ellenville

1985 Kentucky Association for Progress in Science - Louisville

1984 Kentucky Association for Progress in Science - Owensboro
1984 Kentucky Academy of Science - Frankfort

1983 Kentucky Association for Progress in Science - Richmond
1983 Kentucky Association for Environmental Education

Mammoth Cave National Park
1983 Kentucky Academy of Science - Louisville

1986 Buffalo State College
1986 Oakfield - Alabama School
1986 Alden Elementary School

1986 Erie County Elementary Principals Association - Lancaster

1986 Buffalo Teacher Center - Buffalo State College

1986 Attica Elementary School

1986 Mary vale/Cleveland Hill Schools

1986 Buffalo State College
Student Group Presentations

1987 South Park High School
1987 St. John The Baptist School

1987 Smallwood Elementary School Science Speakers Day
1987 Lackawanna Public Schools
1986 St. John The Baptist School
1986 Olmsted School

1986 College Learning Laboratory School/Campus West
1986 Grand Island High School
1986 Olmsted School
1986 Nardin Academy

1986 East Oz (Summer Enrichment Program)
Group Dynamics
Cooperative Learning
Cooperative Learning Strategies
Concept Mapping Techniques
Oceanography Curriculum Modules
Discrepant Events
Plaget and Science Teaching
SESE

Energy Education

Microcomputer Integrated in the Classroom for Science
Mankind: A Biological/Social View, an STS course

73 224

Science Curriculum Writing and Evaluation
Interdisciplinary IZducation in the Secondary Schools
Energy, Science and Middle/Junior High Students
Energy Education in the U.S.
Student Energy Expo*s Simplified

Assessing the Needs of Middle/Junior High Science Teachers
Promoting Professionalism and Excellence in Middles and

Secondary Schools: A Cross-Cultural Perspective
Using the Computer in the Ongoing Middle/Junior High Classroom
Introducing Technology and Society into the Middle School Curriculum
Using Computers in the Lab

Images of Middle School Science: What Does Your Classroom Look
Like?

Science in the Middle School: Standards According to the National

Science Teachers Association
Using One Computer in a Class Full of Junior High Science Students
Making Technology and Society a Part of Middle/Junior High Science
STS and the Nature of the Middle/Junior High School Learner
Creating an STS Continum: Setting the Agenda
Microprojector Method of Forming Crystal Systems
Sleuth Boxes I & II
Inference Builders I & II
Science Olympiad

Introduction to Cooperative Learning Techniques

FoUov/ Up on Cooperative Learning

Localizing Your Science Curriculum

Hands-On-Science Activities for Use K-68

One Process Approach Elementary Science Activity After Another

Life Lab Teacher Training Workshop

Advanced Life Lab Teacher Training Workshop

Field Science for Teachers

Teacher F.S.Z.

Encampment Experience

Using Computers in the Classroom

Computer Interfacing

Using STS in the Classroom

Put P.E.P.* Into Your Science Teaching ^(Purpose, Expectation,

Personalization)

Meeting the Needs of Gifted Science Students
Cooperative Learning In Science
Phase II Life Lab Science Curriculum Development
Introducing Societal Issues in Introductory Science Courses
S.A.S.I., Science and Societal Issues

How To Do "Hands On" Experiments from K-6 to Make Science Fun

Energy Experiments That Relate to Core Competency Tests

KSAM - "Hands On" - Pass Those Teste

Why Students Fail in 7th Grade Science

Science Fairs— How to Do Them

Scientist in the School

Warwick Science Curriculum Workshop

Northeastern Workshop for Teachers

Science Awareness Conference

Curriculum Workshop Title II

Monitoring Water Quality of a stream

Problem Solving in Science

Cooperative Educational Strategies in the Earth Science Classroom

STS in Earth Science Classrooirs

Computer Interface in Biology

Computers in Science

Interfacing

Here*s Looking at You (Drugs Education)

Computer Literacy to School Faculty

District Curriculum Presentations

Elementary Workshop - Problem Solving

Elementary Workshop - Observation skills using live animals

Responding to Nation at Risk

Innovative Approaches to Teaching Elementary Science

Promoting Higher Level Thinking Skills

Evaluation of a Science Program

Elementary In-Service for 1200 teachers (1986)

Professional Activities

Middle/Junior High School Advisory Board - NSTA
NSTA Area Convention - Presider (at Indianapolis)
NSTA National Convention Washington D.C. - Presenter
Science Education Council of Ohio State Meeting - Presenter
National Science Teachers Association

Science Scope (middle school science journal)

1986 Section Editor, "New Teacher Feature ^

1982 Article Review Panel, (through 1985)

1982 Advisory Board, (through 1984)
State Level

1985 Chair, Science Education Section, Kentucky Academy of
Science

1984 Secretary, Science Education Section, Kentucky Academy of
Science

1984 Board of Directors, Kentucky Association for Environmental
Education (through 1985)

IS* 83 Conference Planning Committee, Kentucky Association for
Progress in Science
Local Activities with Teacher Association
Active Member in Curriculum Committee for Chemistry
Iowa Academy of Science Presentation of Group Dynamics
Supervision of Student Teachers
The State Convention of NUSTA • presentations
Member of Steering Committee - NUSTA

Member of Steering Committee of Northwest Regional Science Fair

Member of Science Advisory Board of State of N.M.

PTRA Training - 1986

EXETER - 1985

AT & T Industry Honor - 1986

Ames Community Computer Curriculum Communication
Ames Community Computer State of the Art - 1985
Instructor at Des Moines Community College - 1987
Co-Chaired NSTA Area Convention - Anchorage, Dec. 1986

22G

Steering CommKtee for Alaska Native American Science Education

Association Conference
Won the President - Elect for National Science Teachers Association

Appointed to the Alarka Department of Education Educational

Priorities Task Force
Selected to work witL the National Science Resources Center in

Washington D.C. this summer

Writing: Titles of Articles
Books

Biology Test Book

Focus On Excellence: Science as Inquiry

EPF 102 Laboratory Experiences Handbook

Development of the 3rd Source Book for Science Supervisors

Research

Terformance of Students in Grades Six, Nine, and Twelve on
Five Logical, Spatial and Formal Tasks - JOURNAL OF
RESEARCH IN SCIENCE TEACHING

"Creativity and Science Career Preference of Students Enrolled
in the Kentucky Governors Scholars Program
TRANSACTIONS OF THE KENTUCKY ACADEMY OF
SCIENCE

Pedagogy/Methodology

"Exceptions can Result in Improvement" - NATIONAL

ASSOCIATION OF LABORATORY SCHOOL JOURNAL
"Science for the Bad Days" - THE SCIENCE TEACHER
"SCIENCE SCOPE'S Adolescence" - SCIENCE SCOPE
"Creativity and Research . . . Science" - COMMUNICATOR
"Creative Integration Approaches to Science & Language Arts"

- SCIENCE scopr
"Onward - Middle/Junior Ktgh Science" - SCIENCE SCOPE
"Trimming the Creativity Tret" - THE SCIENCE TEACHER
"A New Look at Middle School Science — A Creative Adventure"

- EDUCATIONAL REVIEW
"Science Evaluation with a Right Brain Component"

COMMUNICATOR
"Second Level Biology: A Contemporary Perspective" - (Sept '86)

AMERICAN BIOLOGY TEACHER
"How Dense" - (Oct, 85) THE SCIENCE TEACHER
"My Philosophy of Education" - Submitted for nomination for the

teacher of the year award (1987)
"A Science Opportunity - Stimulus Response" - 1984
"Second Level BioL jy: a Contemporary Approach" - (Sept. 86)

AMERICAN BIOLOGY TEACHER
Response for NSSA in the AETS Yearbook, 1987

Audio-Visual Materials

A Program Overview of ModeL Laboratory School
Model Laboratory School: An Institution Where Multiple Learning
Strategies Assist in Child Development

227

Principles of Geology. Parts I & II

ERIC

Publications In Progress Submitted
Rocks, Rocks, Rocks!

An article for the Science Teacher which focuses on how
students simulate rock formation in the laboratory

A spin-off article for LEARNING 87 or INSTRUCTOR which
focuses on the Buffalo State faculty colloquium "The
Teacher As Actor"

Writing: Curriculum Modules/Units/Innovation

Nuclear Issues Seminars - Workshop with Speakers

Critical Thinking Problem Solving - Order of Magnitude Estimates -

Physics Olympics
Test Writer - T.L.T.G. for E.T.S.

An Ecology Module - Complex Mountain Bionic - entitled "What's Up"

- Making use of Co-operative learning Techniques
"Mentorship Program" for the Science Classes in the Springfield

System

"Family Room Chemistry" - was submitted to the National Offices in

Washington D.C.
**Grant Proposal to the State Offices for Ecological Studies"
Continuous updating of the various units taught using group dynamics
Incorporated Cooperative Learning Strategies Information
Adoption this Fall - very versatile program
Restructured presentation of materials to biology
Measuring Speed of Light in Optical Fibers
Temperature Control Bath for Crystal Growth Using a^ Apple
Computer Use Design Comm. - 1985
Keyboard Design Comm. - 1986
Keyboard Implementation - 1987 and 88
Building Computer Comm. and Inservice 1985 - 87
Revised 24 Modules in Elementary Science

Consulted with 10 other districts in their development and/or writing
of Science Module

5. Scientists

Merwyn Larson (Civil Engineer, SD Dept of Transportation)

Wes Habritter (Bacteriology, Sioux Valley Hospital, Sioux Falls)

Paul Wiliadsen (Mechanical Engineer, NSP Sioux Falls)

Charles Trantwein (Geologist, EROS Data Center, Sioux Falls)

Walter F. Soule (Physics & Chemistry, Andover, Mass.)

Dr. D. Crandshaw (Biochem» Veterans Adm. Hospital-Research Labs)

Dan Hewko (Envinronmentalist, Nolde Environmental Center

Faculty, Dept. of Geology (URI)

Faculty, Dept. of Oceanography (URI)

Faculty, Space Science (Florida Inst. Tech.)

Staff Scientists, NASA (JPL & Goodard)

Q 228

Planetary Center Staff, Astronomy {Lrov/n University)
Faculty, Computer & Astronomy (Comm. College of RI)

Curriculum

Cooperative Learning Modules in Earth Science
Acid Rain Activities

Resources Available for Gifted Jr. High Students

Activities for Search for Solutions

Mankind: A Biological/Social View

Teachers Guide to spring 1983 NDVA Programs

Coal Labs for Secondary Science

Exploring for Energy

Water Pollution Module

Environmental Science: An Offshoot Middle School Program

The Growing Classroom (3 volumes)

STS in Chemistry

STS in Science Education

Computers in the Classroom

Cooperative Science Unit on Soil and Erosion

Cooperative Science Unit on Cover Cropping and Nitrogen Cycle

Cooperative Science Unit on Tide Pool Life and Tides

Values in School Science: Some Practical materials and Suggestions

S.A.S.L; Science and Societal Issues

Problem Solving in Science

Science-Technology-Society

Articles

Visualization of Concepts Using the Computer (Science Scope)
A Summer Marine Science Workshop Along the Atlantic Coast (Current
Magazine)

Focus on Excellence, STS (NSTA Monograph)
The Nuclear Threat (Curriculum Magazine)

Science and Technology Education for Tomorrow's World (Final

Report of Exeter II Conference)
Interviewing for Excellence: A Guide to Exemplary Teacher

Characteristics (NASSP)
Why did the Good Die Young: Problems in Implementing Curricula

(NASSP)

Operate a Nuclear Power Plant (Science Teacher)

Fooa Labs; An Approach to Science (Science and the Early
Adolescent)

Moving Toward Excellent Science Teaching: Notes from the Precollege

Classroom (NSTA Yearbook 1984)
Energy Education and Physical Science (Search for Excellence in

Science Education Monograph: Energy Education)
Dialogue on the Nature of Science Education (Journal of College

Science Teaching)

The Computer in the Middle/Junior High Science Classroom (Science

229

Scope)

NSTA Position Statement Middle/Junior High Science Education

(Science and Children)
PR and Community Involvement (Science and Children)
The Bid Game (The Science Teacher)
The Science Comer (The Science Teacher)
The Mini-Trail Lab (Science Scope)

How Science Activities May Make Mathematical Conceptualizations a

Reality (Science Activities)
Put a Hood on Your Fumes (Science Scope)

Cooperativ > Learning: An Experience in One Elementary Classroom
Cooperative Learning At Stillwater High (Stillwater Gazette)
Science Through Discovery: Students Love It! (Science and Children)
Teachers Make Exemplary Programs (Educational Leadership)
Moving Toward a Socially Responsible Future: An Ecological Approach
Science Education and Future Human Needs

Resource Centers: A Response to the Needs of School Science
Teachers (School Science and Mathematics Magazine)

On Introducing Societal and Ethical Issues into School Science Courses
1985 NSTA Yearbook)

A New Technique for Teaching Societal Issues (Journal of College
Science Teaching)

How to Make a Windsock (Science and Children)

Scientist in the School (Science and Children)

Sports Science (Private Publishers)

Nature Walks (Instructor)

Making Earth Science Non-Traditional (Science Scope)

Why So Few Exemplars (The Clearing House)

The Real World of STS (Pa. Sci, T.A., The Exchange)

Fred the Fish, Supplemental Guide to Colonel Kentucky, Natural
Resources & Environmental Protection Cabinet

8. Instructional Strategies

Hands-on Activities
Cooperative Learning Strategies
Individualized Learning Sirategies
Computer Assisted Instruction
Concept Mapping
STS Techniques
Brainstorming Techniques
Mentor System for Students
Decision-Making
STS Infusion

Community Resources in the Classroom

The Effect of Piaget^s Model on the Teaching of Chemistry

Use of the Outdoor School

Science for Handicapped Students

Problem Solving

Hands on Experimentation

Primary Lab Outside Classroom

Starting v/ith Application/Connection

Content Organizers

ERLC

230

Values/Issues in Science
STS

Cooperative Learning

Creative-Inventing Strategies

Application/Connection

Community Personnel

Discrepaut Events

Creative Thinking

Cooperative Education Techniques

How to Evaluate/Revise an Existing Science Program

♦NEED in South Dakota 82-86

^National Energy Foundation

*AAAS Student Projects in South Dakota

•integrating Computer Use into the Science Curriculum

•integrating Science Equipment with the Computer

•Exxon Impact 11 Grant

♦New York State Science Teacher Re-Training Grant
♦Impact n/CIBA-GEIGY Science Developer Grant
♦Hands Across the Sea Curriculum
Computen in Science Classrooms
Optics Resource Laboratory

♦Seminar on Cooperative Learning w/Dr. Roger Johnson
♦Follow up Seminar with Dr. Roger Johnson
♦Science Olympics

♦Title It Elementary Science, Teacher Development, 1985
♦Title It Elementary Science, Teacher Development, 1986-87
NSF, EL & Middle School Teacher Program, Space Science- 1985

Proposals

ERLC

WORKSHOP PRODUCTS REPORTED BY 1985 PARTICIPANTS

1. Workshop Presentations
Channel Islands
Local Fauna
Galapagos Islands
Openers, Thinkers, and Grabbers

Ways to Seat Students and Establish a Learning Environment
Painless Science

Using Literature in Teaching Science

Halley*s Comet

Moon Rocks

Acid Rain

Field Trips

IPD Explanation

3 D's of Discipline

Developing Thinking Skills through Science

See Yourself as a Scientist

Positive School Climate

Integrating Science

Elementary Science

Grantsmanship

Project AIMS: Activities That Int^^grate Math & Science

Earthquake Preparedness for Pare: i

Integrating Math/Science/Computers: Body Measurements

Helping Your Child Improve Academically

Adolescent Sexuality in the Traditional Biology Curriculum

Why Focus on Social-Ethical Issues in Biology Classes

Technology-Disease-Society: Understanding Their Connections

Exeter-STS

Interfacing Experiments to Computer
Duck into Science

Cooperative Learning Application in Elementary Math
Cooperative Learning Techniques and Methods
Strategies for Teaching Gifted Science
Hands on Science for K-3
Hands on Science for 4-6

Hands on Science that Teaches Thinking Skills K-6

Using Hands on Science to Teach Questioning, Reasoning, and

Thinking Skills K-8
Plant a Seed for Science
Cocoon Shredders
The World's Greatest Reck Groups
Wear a Lesson
Baggie, Fizzy, Science

Animal in the Classroom or What to do in Case of Snake
STS in the Classroom

Landsite Evaluation - Real World Research with Real World
Implications

Weather or Not To Teach Junior High Meteorology
Earth Science for the Real World
Elementary Energy Curriculum
Motivating ^tudents in Science

81 232

Elementary Student Performance Standards in Science

Marine Science Activities

Family Science Festival, Pasco Co. Schools

Developing, Maintaining and Evaluating Process-based Elementary

Science Curriculum
Sciencing for Teachers

Do Your Science Students Know How to Learn?
Computers in Earth Science
Field Trips to the Hall of Dinosaurs
Teaching Space History in Our School
Problem Solving: Questioning and Integrating

Kaleidoscope: Integrating Science into the Curriculum Using Children's

Literature
So You're Going to Give A Workshop
Genetics Workshop
Computer Workshop

Using Computers in the Elementary School
Computers in Education: An Update
How Do You Create an Exemplar Unit
Coordinating Social Studies With Science
Chemistry

Secondary Schools Approaches to Critical Thmking Skills
Critical Thinking Skills & the Scientific Method
Conservation for Today and for Tomorrow
Environmental Education
Energy Education

What Makes A Good Middle/Junior High School Science Program

(Minn Council for Gifted and Talented)
Middle/Junior High SESE Programs

The Anatomy of A Science Department John Adams Junior High
The John Adams Approach

Secondary Schools Approach to Critical Thinking Skills

S.U.C.CE.S.S.

Rewards & Awards

Bytes from a Science Teacher's Apple

Energy Education In-Service (plan varies in relation to audience)

Beginning to Use Computers

Computer Software

Hands on Science for K-5 Teachers

Process Approach Science

K-12 Science Fairs (K-3, 4-6, 7-12)

Hookers and Grabbers

Oobleck and Scientific Method

Group TF (Investigation Task)

PACE (Preview and Curriculum enrichment)

SSI (Summer Science Institute for Elementary Teachers)

Can We Teach Them Social Responsibility in a Technological Society?

Owls, Hawks, Snakes & Wild Critters

Concerns and Needs of M/JH Teachers

How to Give a Workshop

Hiking up Mt. St. Helens

STS course curriculum

Putting It All Together

Take 5 for Science

233

STS - What, Why, and How?
Elementary Science - Principles and Processes
Science for Accelerated Learners
"Rocketry for Rookies"

Summer school classes at local junior college (kids 9-14 yrs. old)
Teacher in space activities
NSTA - 1986

Computer Assisted Instruction
Marine Education Workshop
Family Life and Human Sexuality
Assessing Outcomes of Lab Activities
Gifted and Talented
Marine Science
Cooperative Learning
Elementary Science Text Series
CBAM

Use of Computers in Science

Use of Voyage of Mimmi Holt

Elec. and Mag. for Elementary School

Managing Elementary School Science

Light and Vision (Elementary School)

Elementary Science - Sound Changes

STS

Gifted and Talented
Science Careers - florist
Volcanoes, Not just Science

Connect Day IV ... P.E.P. (Poss* Energy Posse) (2) Nov. 1985
Connect Day V ... Wallingford Schools Match Energy Wits (1) Nov 1986
NSTA Conference...San Francisco, CA .. P.E.P.(l) April 1986
NSTA Conference..Washington, D.C. .. Schools Match Energy Wits
March 1987

NSTA Conference..Washington, D.C. .. Your Career in Energy/Energy in
your CA.

1986-1987 Professional Development Workshops (by grade levels

Super rs - The Best of the West..and all the Rest K-T- 1-2-3
ITIP (madeline Hunter)
A Biology Seminar for Teachers
STS for Teachers
Student's Cognition

Using Children's Literature in the Teaching of Sciei.ce (W.O.R.D.,

WSTA, WAACD)
How to Use Bill Martin Books (W.O.R.D.)
Listening Skills (Honeywell Corp.)
Discipline (ISEA)
Interdisciplinary Units (NASTA)
Elementary Science Fair (NSTA)
Thinking Processes (School Dist.)
A.P. Biology Workshops (A.P., ISTA)
Environmental Impact Hearings (NSTA)
Trends in Science Education
Teaching Elementary Science in the 80*s (School)
Trends in Science Education for the 80's and Beyond (P. A. Assoc.)

Human Sexuality and Biology Curriculum (NABT)

231

Bioethics (NSTA)

Teaching Strategies - Bioethics (March of Dimes Foundation)
Controversial Issues - STS (NSTA)

Adolescent Sexuality-Biology Curriculum (Science Council, S. Carolina)

Outdoor Science Curriculum-Inservice (Outdoor Educatioi^ Center)

Hands On Demonstrations (Phillipines 14 schools)

Vermont's Unique ELF Program (NSTA National Conveation)

Openers, Tliinkers and Grabbers (NSTA National Convention)

Teaching Strategies (Inservice workshops)

STS Units (86 and 87 NSTA)

Keep Them Interested-Ideas from Dreyfus (87 CAST)
STS Units (86 CAST)

How to Judge a Science Fair (Hillsborough County Sci. Teachers)

Developing Creativity in Gifted Students (Gifted Leadership Institute)

Strategies for Teaching Gifted Science Students (NSTA)

Analytical Chemistry in the Classroom (FL Assoc. of Sci. Teachers)

Cooperative Learning (So. FL School Volunteers)

Cooperative Learning Techniques (Staff Development)

Duck Into Science (GSTA)

Interfacing Workshop (WSTA)

Motivation and Self-Concept (Univ. of IL, Chicago)

Exter (New Trier H.S.)

100 Ways to Improve Self-Concept (IL Renewal Inst.)
STS Project-Thinking Skills

Energy of the Past, Present, and r ature (1985 NSTA)
Science on a Shoe String (6 Area School District)

Science, Technology, and Society in the Classroom (Arch-diocesan

Conference-Science Teachers)
Using "Search for Solutions" to Teach Science Process Skills (OST\)
Do Your Science Studf^nts Know How To Learn? (1986 NSTA
Convention)

Computers in Earth Science (1985 rairfax ^.arth Science Teachers
Assoc,)

Field Trips in the Hall of Dinosaurs (Smith, onirin Museum of Natural
History)

How to Develi Maintain, and Evaluate i /oc^ss-based ^ilementary

Science Curriculum (NSTA)
Use of OBLS Activities (LEEF State lonf.)
Pasco County Family Science Festival (PACTS Conf,)
Activities for Energy Education (NSTA, ^985)
Take That Laser Out of the Closet (FAST State Conf. 1984)
Duck Into .Science (W.S.S.T.)

Kaleidoscope - Integrating Science Using Children's Literature

(W.S.S.T. & Wis. Academy of Science, Arts & Letters)
Teaching Space History in our Schools (KS Assn. of Science Teachers)
Project Wild (S.C. Science Council '84)

Speed Reading with Increased Comprehension ( N A BT ?u rd ue
Convention)

Bicethical Decision Making (NABT 1986 Convention)
The Geology Field Trip as an Earth Science Activity (PSTA)
Cooperative Teaching Strategies for Use in Earth Science Classrooms
(NSTA)

More Cooperative Teaching Strategies for Use in Earth Science
Classrooms (NSTA)

ERiC

235

Science With Your Children (Roosevelt Elementary PTA)

Booth/Fickett - Math/Science Magnet Program (NSTA)

AIMS (ASTA, 1986)

Energy Education - NEED (NSTA)

Computers for the Classroom (Love :ty. Teachers)

Teen Teachers

Moving OFF-Stage: Promoting Higher Level Thinking Skills In
Interdisciplinary Approach to the Study of Space Exploration

Professional Activities

Member NSTA, attended regional & national conventions this school
year

Participated in state convention - pr sented slide show on Mt, S^
Helens

Board of Directors - NTA - Preschool/Elementary Director
Board of Directors - CESI

Board of Directors - MSTA (MN. Science Teachers /association) -

Elementary Directors
Presented at every NSTA last year(4) 2 times the year before
Present at our 2 state conventions yearly
Organized and put on a state wide elementary workshop
Taught and helped organize ESTIP for MSTA

USTA Fall Conference October 1986 - "STS - A Relevant Approach to
Science"

UATA Mid- Winter Conference February 1987 - "STS - What, Why and
How"

President USTA - 1986, Past President USTA 1987

District wide workshop presentation on Space/Model Rocketry for

elementary teachers - 3 days
Attending NASA Teacher-in-Space workshop in New Orleans June

26-July 1

Consultant to Science and Engineering

Concepts program being developed by Georgia Tech. and Georgia
State Universities for developing a program introducing
technological concepts into middle school curriculum.

Family Life Workshop

N.J. Educational Association - State Convention at Atlantic City -
"Marine Science"

1986 - NSF - Developed 12 Curriculum Modules in Marine Science thai
can be integrated into Basic Science Curriculum 9-12

1987 - NFS - Summer Institute in Bio Technology at Univ. of
Rochester N.Y.

1987 - N.S. Science Teacher - 1 of 10 teachers in Honors Industry

Workshop at AT.T. (to develop workshops)
Presentations at NSTA, 1986: 2 workshops
Presentations at NSTA, 1987: 2 workshops
Attended NSTA convention - Washington D.C.
Livermore School Districts Science Advisory Council
NSTA - Washington D.C. National Convention (presentation)
Santa Ciaire County Science Convention (presentation)
Alameda City Schools Science Convention (presentation)

23f>

Will be presenting at San Antonio and Miami Regional NSTA
Mentor Intern Program
Earth Science In-Service

Committee to revise general Earth Science Curriculum to meet Regents

Complementary Test
NSTA Regional (Las Vegas)
NSTA Regional Salt Lake City - will present
Will be pre5^enting this October 16th, 1987 at NSTA
Science Liaison for Robson on district wide committee
Chairperson County Soil District Enviromental Education Committee
State Presidential Award (one of 3 national winners)

Pride of Pattonville Award - May *87 (honored in Govenors office -

Oct '86)
PTA Service Award '86

Appointed by State Commissioner of Education to represent MO. at

Captiva Island, Florida Syposium
Speaker - "Montgomery Landingsite, Marine Eocene (Jackson) of

Central Louisiana "Symposium, Gulf Coast Association of

Geological Societies
President - Northeast Louisiana University Geology Foundation
Sigma Xi Award for Outstanding Contributions to Science Teaching in

Louisloi^a
Odaho teacher of the year 1986

Intermountain Junior Science and Humanities Syymposium at the

University of Utah - 5 students presenting
Idaho Science Teachers Convention - "Presidential Award for

Excellence"

Selection Committee tor Idaho Residenial Award
Selection Committee for Idaho Biology Teacher of the Year
Grant Reader for National Science Foundation

V'resentation to Idaho Educational Association Delegate Committee on

"Excelleiice in Education"
Presentation to Snake River School district "What You Can Do"
Presentation to State of Idaho Senate and House of Representatives on

"What's Good About Education"
NSTA Convention Evaluator
Appointed to Utah State STS Committee

Co-Chaired an STS Workshop for Weber School District Science
Teachers

Writings: Titles of Articles

Principle role in Elementary Ed. - (1986) Principals Magazine

Chairman os STS Physical/Earth Writing Team for Curriculum Package

Plants and Animals in Nature Book published

"What's New in Science" - (November 1985) SCIENCE SCOPE

Students Teaching Students: A Valuable Resource - Science and

Children (Fall 1986)
An on Gregor Mendols Document in the works

Marine Biology - part of a book to be published by Univ. of Delaware
"Your Students Can Be Gems" -(Spring 1986) SCIENCE SCOPE
Community Resourses in Science - (1987)

"Mt. St. Who? - (1987) NATIONAL MIDDLE SCHOOL JOURNAL
"Transescent to Gain a StafP - (March 1986) MO. MIDDLE SCHOOL
JOURNAL

237

3 Experiments for the book Science Experiments on File - (Spring '88)
"Teleosteam Otoliths and their Paleocological Implications at the
Montgomery Landing Site\ Proceedings of a Symposium, (October
1986) GULF COAST ASSOCIATION OF GEOLOGICAL SOCIETIES
"You Buy^.. Consumer Economics for Middle School Students...(1986)
NSEE

"Buyer Be Aware"...Pupper Play for Primary Grades... (1987) NSCEE
Determination of Genetic Influence on Taste Preference - (June 1987)

Writings: Modules/Units/Innovation

Co-authored an interactive video disk program for intermediate
students

Consultant work for other school districts

Wrote units on weather on entering mappings for the school district

Working on curriuculum writing for the district at present

Combi^ae math and science in extra projects of Gifted Classes

"Learning Activities for the STS Physical - fourth science course

Co-author and Co-editor of the above ac Ivity guide of strategies,

suggestions and activities for teaching the STS core science

course in physical/earth topics
"Rocketry for Rookies" is being •'polished" for possible publication for

fall

Science and Engineering Concepts of Salt - (Book)

Science and Engineering Concepts of Sharks - (Book)

Science and Engineering Concepts of The Making of Paper - (Book)

NSF sipmspred Grant No, MDR-8470198

Human Sexuality Curriculum Units K-12

Substance Abuse Curriculum Materials

Developed Marine Science modules or units

Developing a Biology course for Vccai-onal students in fields related
to Biology - Ex.) Enviromentaol Science, Foods, Horticulture,
Plumbing, Practical Nursing, etc.

Continued to up-date Life Science, 7th grade course

STS Consumer Chemistry Unit

Drug Literacy Magazine (from STS course) Presented and taught to

Elementary Students
STS Science Fair - projects from students presented to classes at

Prairie

Finished STS for 8th grade - 1 semester course

Writing for SSEC - a grant to write STS material for junior high

Taught a semester course in Cooperative Learning

Wrote $12,000 Grant for Computers inClassromm (funded 1987)

Received $3,700 Grant for 25" monitors and software, 1986

Received $1,500 Grant for Staff Inservice at School (using computers)

Set up California Earthquake Ed. Project training for district and

obtained materials to support project for all district middle

schools.

Projects HOPES - $300,000 NSF Grant funded - Proposal designed and
written - funded for 2 years to work with a partnering between
scientists and Elementary School Teachers

General Earth Science Module

Lesbon Plan using Format

General Earth Science Examination

Imagery in the following areargeology, geography, envirromental

23'd

science^ and polulation expansion and dynamics
Project Earth - An Ecological Stone of Central Florida and the

Smokey Mountains
Adopted 2 miles of state highway for lUter pick-up
Planted zoo cypresses donated by paper company
New Science Adaption
New Health Adaption
Simulation: Hazardous Land Use

Module on Enviromental Science (Wastewater Treatment and Indoor air

Pollution) for state wide use in Louisiana
Best of the West And All The Rest ... Teacher Workshop Adjusted

for Elementary Classrooms
Your Career in Energy/Energy In You Career ... Classroom Serie with

Science Resource Teacher Grade 2-5
Your Career In Science/Science In Your Career ... Classroom Series

with Science Resource Teacher Grade K-5
Advance Placement Biology Curriculum Guide
Biology High Level Thought and Test Questions
Develop a Unit on Science Fiction Appreciation and Understanding

Scientists

Don Orlich (Education, WSU)

Phil Leino (Botany, Univ. of Idaho)

Alan Fazara (Physics, MIT)

Bill Wright (Engineering, MIT)

Villnus Kowolkis (Physics, Raytheon)

Herb Brunkhorst (Natural Sciences, W.S.C./L.B.S.)

Pete Goodell (Agriculture, U. of C. Coop. Extention)

Pete Sutherland (Biology, Chevron)

Diane Mitchell (Botany, Native Plant Society)

Dr. Trent Stephens (Embryology, ISU)

Dr. Wicklow Howard (Botany, BSU)

Dr. Centanni (Microbiology, BS J)

Dr. Charles Baker (Entomology, BSU)

Dr. Fritchman (Invertebrate Zoology, BSU)

John Penick (Science Education, Univ. of Iowa)

Ron Bonstetter (Science Education, Univ, of Nebraska)

William Kyle (Science Education, Univ. of Conn.)

Dr. Jeremiah Mahoney (Genetics/Pediatrics, Yale Univ.)

Dr. Joseph Coleman (Molecular Genetics, Yale Univ.)

Dr. Peterson (Immunology, Northwestern Med. School)

Tom Hopkins (Engineering, Florida Advisory Council)

Judith Brueggman (Zoologist, FL Advisory Council for Science Ed.)

Graig Shaak (Geologist, FL Advisory Council)

Joel Feard (Engineering, FL Advisory Council)

Mike Zerofsky (Engineering, FL Advisory Council)

Tim S. Clark (Chemistry, Gas and Electric Company)

Randy Ledford (Naturalist, Okla. Wildlife Conserv.)

Dr. Black (Prof. Turtle Specialist, OBU)

Greg Shearer (Chemistry, Creighton University, Omaha, NE)

Norm Blake (Marine Biology, Univ. of South Florida)

Prot. McSween (Geology, Univ. of Tennessee)

233

Dr. Pennington (Physiology, Medical Univ. of S.C.)

Dr. Lang (Dermatology, Medical Univ. of S.C.)

Dr. Brown (AIDS Research, Univ. of S.C. Med School)

Dr. Postic (AIDS Research, Univ. of S.C. Med School)

Dr. John Herr (Botany, Univ. of S,C.)

Dr. Dori Helms (Biology, Clemson University)

Dr. Robert Powell (Plant Physiology, Coxwerse College)

Max Awry (Space History, Kansas Cosmosphere, Hutchinson, KS)

Gene Vaughn (Biolcgy, Duke Power Co.)

Dr. John Peck (S^lar Engineering & Design, Env. Research Lab,

University of Arizona
Dr. Gordon Johnson (Physics, Northern Arizona University)
Dr. Ray Tamparri (Biology, Northern Arizona University)
Dr. William Davis (EPA, Fish Research)
Dr. Homer Schmitton (Aquaculture, Auburn University)
Joel Ostroff (Biology, B.C.C.)
Dr. Malcolm (Earth, B.C.C.)
Fred Johnson (Physical, B.C.C.)

Dr. Gary Duke (Ornithology/Raptors, Minnesota University)
Dr. Richard Bauer (Animal Pathology, Northwoods Wildlife Center,
Minocqua, WI)

Dr. Erich KliLghammer (Candid Behavior, Wolfpark, Purdue University,

West Lafayette, IN)
Dr. Terry Schultz (Raptor Propagation, University of California at

Davis

Curriculum

Channel Islands (Filmstrip and tape cassettes)
Local Fauna of S. Florida (Slides and Script)
Galapagos Islands (Sli^'^s and VHS)

Course Outlines and Methods for 10th Grade General Biology
Course Outlines and Methods for 11th and 12th Grade
Botany/Physiology

Course Outlines and Methods for 9th Grade General Science

Growing Up Growing Older

Light Energy

Grocery Store Shopping

Energy Application for 5th Graders

The Search for Super Bubble

Curriculum Guide for Advanced Placement Biology

Kern County Science Curriculum Guides K-6

Problem Solving in Science

Now You See It, Now You Don't

Hands-On Nature: information and Activities for Exploring the

Environment With Children
Silent Migration
Butteifly Station
Magic from Inscense
Wear A Lesson

Creating, Convening and Conventioneering

Basic Chemistry: A Low Level Consumer Oriented Science

240

Threats to oar Lives: Pollution
Genetic Engineering: A Plus or A Minus
Aids: Case Studies in the Making
Earth Science for the Real World
Landsif«» Evaluation
Portable Solar Collector

A Program of Studies for Earth Science in Fairfax County

A Summer Geology Field Trip for High School Students

Using WeatherVision in the Earth Science Classroom

Kaleidoscope (Has mnay hands-ou activities for teachers)

Key for Identification of N.E. Leguminous Plants

John Adams Science Department- Energy \wareness. Lab Station Mode)

Energy Mouse-A Problem Solving Approach

Energy Education

The Environmental Education Center at Thunderbird - Curriculum
Guide

Can We Teach Them Social Responsibility in a Technolo^-cal Society?

Articles

Science Program for 6th Giade
Halley s Comet

Dor Ansv^er That Question! (WSTA Journal)
The Secret Answer Box (WSTA Journal)

TeCihnology-Disease-Society: Understanding T» Connections

(Celebration of Excellence)
Sun Calendar (Instructor)
Silent Migration (Science Scope)
Wear A Lesson (CESI NEWS)
The Case of the Missing Annelid
"Scientific** Sea^ung

ELF Opens the Door in Nature Study (Exemplary Practice Series:

Outdoor £aucation by CEDR, Phi Delta Kappa)
Synergy (The Science Teacher)

Using Hands On Science to Teach Thinking Skills (The Science
Teacher)

Program Debugging in Teacher Training (WY Computing Teacher)
Weather or Not to Teach Junior High Meterology

The Use of Peer Tutors for Teaching Science to Low Ability Students

(The Oregon Science Teacher)
Final Exam by a Forest Stream (The Science icner
Computer Assisted Laboratory Science (Focus On Excellence)
Advanced Placement Biology (The American Biology Teacher)
Kaleidoscope (A Newsletter for K-3 teachers, published by WI

Academy of Science)
A New Dimension in Environmental Education (Lake Wylie Magazine,

South Carolina)

Perspectives: North & South (Energy & Education Newsletter)

Go, Team Go! (The Science Teacher

STS Revisted (National Exemplar)

Do Worms Have Feelings Too? (Science & Children)

Of Wolves and Porcupines: Fables for Beyond the 21st Century

241

ERIC

8. Instructional Strategies
Use of Games
Cooperative Learning
Using Community Personnel
Methods of Grouping Students
Techniques for promoting thinking skills
Demonstrations
Cooperative Learning
Hands-on Activities Gathering Specimens
Questioning Techniques
Hands-on Activities
STS Techniques
Webbing

Use of Simulations
Cooperative Learning
Hands-on Activities
Learning Cycles

Magic in Science as a Motivator

Use of Community Personnel

Cooperative Learning

Demonstrations

Working with Gifted Students

Role Playing

Cooperative Learning

Workshop Techniques

Hands On Activities

Constructive Learning

Cooperative Learning Strategies

Creative Problem Solving Techniques

?resenting Workshops

STS in the Classroom

Attention Getting Devices

Hands On Activities

Audience Participation

STS in the Classroom

Discrepant Events

New Computer Programs

Energy Games

Taping Yourself as a means of Evaluation

Use of Computers as a tool for Critical Thinking

Using Hign Z^.u^,ol Students to Teach Elem. Students

Use of Community Personnel

Use of Experiences Outside the vTlassroom

Constructing Individual Learning Modules

Cooperative Learning?

Learning Cycles

Use of Discrepant Events to Motivate and Interest Students
New Applications of Computers
Discovery Approach

Establishing Criteria in Evaluating Software
S/T/S Applications
Cooperative Learning

2-12

Learning Cycle
Questioning Techniques
Problem Solving Techniques
Motivators^ Fast-Fives* Operas
Discrepant Events (use of)
"Magic** Sciencing

Effective Use of "Grabber*s and Hv.oks**
Sharing of Ideas
Networking with others
STS Questioning Skills

9. Proposals

Governor*s Grant Science Proposal - New Jersey
• no GTE Gift Grant

Mann Grant
♦CniF 1984-1986
CTIIP 1987

M.S.Computer Resource Room
Computer Education 6-12
♦San Francisco Math Collaborative
♦Middle School Science Summer Program
♦San Francisco Consortium Math & Science Council
W.E.E.R. American Chemical Society Mini Grant
STEAM Grant through ASTC
♦Salary Revision Proposal for Mercy High School
♦Purchase and Addition of Portable Computers (NANS Funding)
♦Purchase of Large Screen Monitors for Computer and VCR's (NANS
Funding)

Family Science Festival (American Chemistry Assoc. Funding)

♦Computer Assisted Laboratory Science

♦Refurbishing the McLean High School Observatory

♦John Adams Science Dept. Energy Awareness Lab Proposal

♦Energy Mouse - A Problem Solving Approach to Physical Science

♦Exxon Corp. Grant

♦National Gardening Assoc. Grant

♦To AZ Enenrgy Office Oil-overcharge Funds: Curr. Deve. In Energy
Education

♦To AZ Energyoffice Oil-overcharge Funds: NEED

To AZ Energy Office Oil-overcharge Funds: Solar Connection at B/F

M/S Magnet
♦HOPLS-Helping Our Partners Enrich Science
Elementary Full Time Science Teacher

ERIC

2i3

WORKSHOP PRODUCTS REPORTED BY 1986 PARTICIPANTS

Workshop Presentation

NSTA Chevron Workshop
Renewable Energy

Davis County School District Elementary Workshop in Science

Endangered Species of S. Florida

Computer Software in Science

Science Fair Evaluation of County Projects

Ecology Day

Informal Grade Level Presentation
STS Utah State Workshop
Elementary Teachers Science Update
STS Introduction
A.P. Workshop
Research Projects in Biology
Elementary Hands-On Science Demos
Environmental Impact Hearings
Chautauqua

Iowa Southern Utilities (Energy STS)
Pollution

Inservice-School Staff

STS Curriculum Models/Examples

Teaching Plants and Animals/Concepts & Process Skills

Plant & Animal Life/Techniques and Strategies

Plant & Animal Life/Materials & Computer Software

Energy Ethics

Energy House

Skunk Dam Project

Great Investigations-One Step At a Time
Investigations in Physical Science
CBS Through SBC

SBC For Teaching SBC (Some Basic Confidence for Teaching Syste:

Balance-Change)
Great Investigations: One Step At a Time
Toxic Trails
You Look Just Like...
Primary - SBC, Science Methods
CBS through SBC

"Using Discovery Teaching When Covering Content"

"Children as Inventors and the Use of the Triple Beam Balance Scale"

Summer Camp - Ranger Rick (1987) New York

An Aerobic Digestion

Basic Chemistry

RCRA and Small Businesses

RCRA and POTW^s

Chautauqua Workshop

"How to Incorporate STS Concepts Into a Typical Science Curriculum"

Science in Early Childhood Education

How to do an Elementary Science Fair Project

Science for Preschool Teachers

Middle School Lab Safety

Math Make It - Take It

Creative Writing Workshop: A Right Hemisphere Approach to

Composition through creative and critical thinking
Health Make It - Take It
Science Content and Minimum Basic Skills
Problem Solving and Higher Order Process Skills
Using the Binocular and Monocular Microscopes and Preparing Slides

Professional Activities

Division of Public Schools Convention Presentation - "Science
Olympics'*

Hills City Regional Science Fair Steering Committee
F.A.S.T. Convention Presentation

Pasco City School - Presentation '•How to Survive Your Child's Science
Fair Project"

Spoke before the Board of Directors of Iowa Southern Utilities on STS

in the Classroom (August 1986)
Spoke at AEA6 Math Workshop on the Use of Calculators in Science

and Math

Spoke at Middle School Math Conference at UNI on the Uf^e of

Calculators in Science and Math
Invited presenter at Annual Convention - Florida Association of

Science Teachers

Appo.ated to new position - Area Curriculum Specialist - Science,
Broward County

Florida Council (1983 and 1986) on Elementary Education - Creative

Teaching Grant Winnt
Presentation at the 198t Public School Education Conference in

Orlando

Presentation at the Florida Council of Teachers of Matiiematics 1981
Fall Conference

Presentation at the Net Education Training Coordinai 's Meeiing in

Atlanta, Georgia (1985)
Presentation at the Doe/Fahperd Summer Workshop at the University

of South Florida (1985)
Received a Scholarship from the Broward County Audubon Society, to

attend the Audubon Ecology camp in the West
Presentation at the Florida Council of Teachers of Mathematics Fall

Conference (1984)
Curriculum Council Representative 1983-84
Inservice Facilitator 1981-1985
Grade Chairperson 1983-85, 1986-87
Facility Advisory Council Member 1985-87

Co-Chairperson for Norcrest Elem. S'- .col Marketing Committee
1986-87

Academic Competition Coordinator 1985-87
Career Coordinator 1985-87

Norcrest Elem. School Science Contact Person 1985-87
Committee Member on Week of the Ocean Mr^rine Fair 1985-87
Presenter at the Food and Nutrition Management's Fall Conference
1986

Writing: Titles of Articles

Great Investigations (Resource Book) (1984/revised 1987)

245

Super Science Sourcebook (February 1987)

Health and Physical Fitness Invention Expo (March 19&^)

Child Care Grant for Iowa City Community School Districts Alternative

High School Submitted May 1987
1/2 finished with a small manual on the Resource Conservation and

Recovery Act and How it Affects Small Businesses (will be

published in August)
STS and the Learning Cycle - Chautauqua Notes Featured October or

November 1986

Scitoons in the Classroom - Chautauqua Notes Featured February 1987
Scitoons in the Classroom - Sparks Featured March 1987
Scittons in the Classroom - Science and Children Submitted February
1987

Middles School Activities - FAST Journal (Fall, 1986)
Seeds of Learning - CESI Sourcebook, IV (Fall, 1986)
Magic ^Vind - CESI Sourcebook, IV (Fall, 1986)

Writiho: Curriculum Modules/Units/Innovation
Veiy minor changes in Curriculum

Energy and the Environment - Copy on file at University of Iowa

Light - An STS unit - Copy on file a*: University of Iowa

School-Wide Health and Physical Fitness Invention Expo/Videota^oe

Junior Inventors Hall of Fame - Instructional TV Presentation -

Broward County Schools
Science Fair Project - "Column Strength and Diameter" - Best in Show

- Grades 4-5 - Broward County

Higher Order Thinking Skills Project - Inferences in Science Education

- 6th Grade Unit

An 8 week Curriculum for Activated Sludge

An 8 week Curriculum for Lab Management and Safety

Adapted Technology updates to circulation unit

Incorporate i societal issues on birth and new means of fertilization in

a family living course
Societal issues were incorporated into a drug use and abuse unit -

Still working on this
Consultant/Author Florida state grant for bilingual education in

science

Author/Director Florida state grant for training middle school teachers
and administrators in laboratory Management and Safety

Developed Primary and Intermediirte Activities for the Health Journal
Newsletter

Developed Primary and Intermediate Units for Nutrition Educational

Training Project (K-6)
Illustrated Health Curriculum Guides (K-5) in 1983
Developed Science Activities for Standards of Excellence (1984)

Scientists

Ken Roettger (Chemistry, Iowa Wesleyan College)

Dr. Jay Hackett (Author, Merrill Pub.)

Lyle Kochinsky (Endangered An..*ials, Nova Univ.)

Debbie Wade, (National Park Service, Everglades National Park)

Allan Sosnow (Environmental Director, Port Everglades Authority)

Dr. Nancy Romance (Curriculum Director, Laidlaw Pub.)

Bob Yager (Science Education, Univ. of Iowa)

246

Joan Tephly (Science Education, Univ. of Iowa)
Dr. Steve Spector (Microbiology, Rese-rrch, USF
Judges (All Fields, Universities and private sector)
Steve LeKewa (Conservation Comm. St. of Iowa)
Dr. Joe Masuu (Statistics, Univ. of South Florida)
Dr. Demetrii^ Halkias (Microbiology, USF)
Dr. John Russell (Medical Research, USF)

Eldon Grinn (B.A. Science Education, Museum of Science & Industry)
Steve Fleck (Environmentalist, Professional)

Curriculum

Endangered Species of South Florida

Curriculum Science Software-Computer Use

Evaluation of Science Fair Projects-County Science Fair

Pollution

Electrical Energy

Nuclear Energy

An Introduction to Forces, Motion, and Toys
Photography

Fun in Physical Science - Activities
Seatbelt Science
Water As A Resource

Its A D' ty Job - But Somebody Has To Do It

Simple Machines

Sirk/Float

Oceans

Classroom Animals

A Project Approach to Environmental Science

Earth Science Lab Activities

Gifted Health Curriculum

Honeybee

Energy

Toxic Trials

You Look Jusi Like

Issues in Nuclear Chemistry

PS3 =» Problem Solving for Safe Sex

Articles

Seatbelt Science (Technology Teacher)

Water As A Resource (Iowa Chautauqua News)

Its A Dirty Job - But Somebody Has To Do It (Mineral Resources)

The Estuary: A Balance of Forces (FL Dept. of Natural Resources)

You Look Just Like...

PS3 - Problem Solving for Safe Sex

Instructional Strategies
STS Techniques

Higher Level Thinking Questions
Inquiry Method of Teaching Science
Use of Community Personnel
Decision-making Strategies
Hands-on Activities
Critical Thinking Skills
Science Labs Set Ups

2i7

Cooperative Learning

Use of Community Personnel

Decision-making Skills

Student Action for Problem Resolution

Labs Outside Classroom and School

Webbing

STS Techniques

Hands-on Activities

Science is Day to Day Process

Primary Laboratory Outside Classroom

Starting with Application/Connection

Use of Newspaper

Use of Community Resources

3-minute Stimulators

Concept Mapping

Webbing

Brainstorming

VaIue/De^*;>ion-making Strategies

Implementation Techniques

Role of Facilitator vs. Teacher

Problem Solving Techniques

Use of Computer/Phone Data Collection

Concept Mapping

)TS Techniques

Team Teaching

Video

Debate

Role Playing

Field Trips

Science Expo

Displays

Letter Writing

Use of Newspaper for Current Issues
Grouping Strategies

Using Science Processes in Reading, Language, Arts and Math Inquiry
Brainstorming

Curriculum Materials were Shared
Use of Student-Generated Ideas
Creative Projects to Demonstrate Learning
Emphasis on Concept Development

Proposals

*Iowa Writing Project

Mini Grant funding for outdoor environmental center

*Audubon Adventure Club (free membership for students)

Energy Education Program

Desert Energy Education Project

*CTIIP Grant (week of Outdoor School for 5th graders)

Commodore Computer Propose'

♦Environmental Grant for Nova Eisenhower Elementary
Earth Science (Gifted) Laboratory & Activity Manual
Earth Science Mid-Term & Final Examination
Earth Science Mid-Term & Final Examination
♦Curriculum Development

218

Red Haw Pride Project (Iowa Science Foundation)
♦Junior League Mini Grant 1985 & 1986
♦Economic Grant

♦Summer Science Camps/Institutes (Funded By State of FL)
♦An Encounter With Manatees

♦Faculty Study ^ Project Approach to Science/Computer Literacy

♦Science Ambassadors

♦Mobile Aquatic Investigation Labs

♦Project Approach to Environmental Science

♦Estuary: A Balance of Forces (FI- Dept. of Resources)

STS

Environmental Education GrantFL: Compiled Activities for

Environment. Activities for 2 grade levels (4/5 gr.)

Co-Author of STEAM grant for Museum of Science and Industry in
Tampa: To Develop and Implement Elementary Inservice at Museum

ERiC ^^'^

APPENDIX III

WORKSHOP STAFF FOR EACH SUMMER AND EACH PROGRAM

250

WORKSHOP STAFF FOR EACH SUMMER AND EACH PROGRAM

DATES

Robert E. Yager, Project Director
Professor of Science Education
The University of Iowa
Iowa Cit> , lA

Ronald Bonstetter, Project Coordinator
Professor of Science Education
University of Nebraska
Lincoln, NE

Joan Tephly, Project Coordinator
The University of Iowa
Iowa City, lA

1984-88

1984

1984-87

John E. Penick, STS Coordinator 1984-87
Professor of Science Education
The University of Iowa
Iowa City, lA

Alan J. McCormack, Elementary Science Coordinator 1984-87
Professor of Zoology and Science Education
University of Wyoming
Laramie, WY

Robert H, Fronk, Science Application Coordinator 1984-87

Professor and Head

of Science Education

Florida Institute of Technology

Melbourne, FL

Willis J. Horak, Middle/ Junior High Coordinator 1984-85
Associate Professor of
Elementary Education
University of Arizona
Tucson, AZ

Donald W. Humphreys, Gifted and Taiented Coordinator 1984-85
Professor of Engineering
Temple University
Philadelphia, PA

Herbert Brunkhorst. STS Coordinator 1986-87
Science Education

California State University-Long Beach
Long Beach, CA

ERIC

100 251

Earl Whitlock, Coordinator
Hillsborough County Elementary School
Tampa, FL

1985-87

Nancy Romance, Coordinator 1985-87
Broward County Schools
Davie, FL

Judy Holtz, STS SESE Teacher 1985-87
Coral Spiings Elementary School
Coral Springs, FL

State Science Consultants:

Jack Gerlovich, Iowa 1986-87
Jack Hopper, Florida
LaMar Allred, Utah
William Futrell, Wyoming

Central and Chautauqua Staff:

Mary R. Bucciferro, Graduate Assistant 1984

Sharon Mullin, Research Assistant 1984

Therese Ehrhart 1985

Zoubeida Dagher, Graduate Assistant 1986-87

Paul Tweed, Chautauqua Program Coordinator 1986

David Dawson, Graduate Assistant 1986

Amy Bruner, Graduate Assistant 1986

liouglas Ross, Graduate Assistant 1986-87

Kevin McGreevy, Graduate Assistant 1986-87

Connie Harwood 1984

Linda Tevepaugh, Secretary 1984-85

Carolyn Lewis, Secretary 1986-87

Dora Thompson, Secretary 1987

ERIC 101

Adjunct Lecturer Staff Used Summer >984 and 1985

Michael B^^ich

Associate Professor of Chemistry
Florida Institute of Technology
Melbourne, FL

Ronald Beiswenger
University of Wyoming
Laramie, WY

Matthew Bruce

Professor of Science Education
Temple University
Philadelphia, PA

Bonnie Brunkhorst
NSTA Middle School Director
The University of Iowa
Iowa City, I A

Rodger W. Bybee

Biological Sciences Curriculum Study
Colorado College
Colorado Springs, CO

Donald Clark
Professor of Education
University of Arizona
Tucson, AZ

David Duvall
Profess of Zi logy
University of Wyoming
Laramie, WY

Susan Englert
Department of Physics
University of Wyoming
Laramie, WY

John D. Fix

Professor of Physics & Astronomy
University of Iowa
Iowa City, lA

James J. Gallagher
Michigan State University
College of Education
East Lansing, MI

Eugene Gauron
Professor of Psychology
University of Iowa
Iowa City, lA

Yetta Goodman
Professor of Education
University of Arizona
Tucson, AZ

Robert Hilgenfeld
Computer Education Specialist
University of Wyoming
Laramie, WY

Philip Horton

Associate Professor of

Science Education

Florida Institute of Technology

Meibourne, FL

Paul D. Hurd
549 Hilbar Lane
Palo Alto, CA

Robert James
Professor of Education
Texas A & M University
College Station, TX

Roger T. Johnson
Professor of Science Education
University of Minnesota
Minneapolis, MN

Edward Kalajian

Professor & Head of

Civil Engineering Department

Florida Institute of Technology

Melbourne, FL

David Katz

Professor of Chemistry
University of Arizona
Tucson, AZ

Philip Keller
Professor of Chemistry
University of Arizona
Tucson, AZ

102

253

Michael Leyden
Professor of Education
Eastern Illinois University
Normal, IL

Ranganswam Rajagopal
Professor of Geography
University of Iowa
Iowa City, lA

Peter Martorella

Director of Curriculum & Instruction
University of North Carolina
Raleigh^ NC

James McClurg
Professor of Geology
University of Wyoming
Laramie, WY

Dean Norris

Professor of Oceanography
Florida Institute of Technology
Melbourne, FL

George O'Hearn

Professor and Director

Educational Research and Development

University of Wisconsin

Green Bay, WI

James Okey

Professor of Science Education
University of Georgia
Athens, GA

Terry Oswalt

Assistant Professor of Physics
Florida Institute of Technology
Melboun*w, FL

Joseph Piel

Professor of Environmental Eng.
SUNY at Stony Brook
Stony Brook, NY

Charles Poison

Assistant Professor of Biology
Florida Institute of Technology
Melbourne, FL

Andrew Revay

Professor and Dean of Biology
College Science & Engineering
Florida Institute of Technology
Melbourne, FL

John Sainsbury

Professor and Chair of Ocean Eng.
Florida Institute of Technology
Melbourne, FL

Robert Salomon
Professor of Chemistry
Temple University
Philadelphia, PA

Joseph Schmuckler
Professor of Science Education
Temple University
Philadelphia, PA

William Shaw
Professor of Renewable
Natural Resources
University of Arizona
Tucson, AZ

Thomas Smucker
Art Education Specialist
Curriculum and Instruction
University of Wyoming
Laramie, WY

Francis Stasa

Assoc. Professor of Mech. Eng.
Florida Institute of Technology
Melbourne, FL

Joseph Stepans
Professor of Education
University of Wyoming
Laramie, WY

Harold Pratt

NSSA President and Teacher
Jefferson County Schools
Lakewood, CO

Thomas Stephens
Professor and Head of
Environmental Science Department
Florida Institute of Technology
Melbourne, FL

ERLC

25i

Harley Thronson
Director of Planetarium and
Professor of Astronomy
University of Wyoming
Luramie, WY

Gene Udell
Professor Emeritus of
Psychology
Science Education
Temple University
Philadelphia, PA

Alan Voelker

Professor of Science Education
University of Northern Illinois
DeKalb, IL

Frank Webbe

Professor and Dean of School of
School of Psychology
Florida Institute of Technology
Melbourne, FL

Val Udell

Industrial Communications
Facilitator

Precision Publishing Company
Upper Darby, PA

John Windsor
Associate Professor of
Physical Oceanography
Florida Institute of Technology
Melbourne, FL

Uri Zoller

Professor of Chemistry
University of Haifa
Oranim Tivon, Israel

25:3

104

APPENDIX IV

SAMPLING OF FEEDBACK QUESTIONNAIRES
USED TO ASSESS WORKSHOP ImPaCT

ERIC

105

PRODUCTS FROM IOWA HONORS WORKSHOP

Name Social Security #

School

School Address

(City) (State) (Zip)

Workshop Title Place

Year

Following are the major products that were proposed for each of the shops that

comprised the program. Ideally each participant would have something to ^^ort in each
category and examples to provide.

1. Workshop Plan

a* How many workshop plans did you develop?

b. How often were they used, i.e. how many times did you present the

workshop?

c Approximately how many teachers and other professionals were involved

with your presentation(s)?

d. Titles of workshops (use the space provided at the end of
questionnaire if .nore than 3 were prepared and used):

e. Did you collect evaluation/feedback on your workshop plan and its
effectiveness?

If you have exemplary plans for workshop presentations that can be included in our
collection of models for a ir.o.iograph to be used with NSF officials, NSTA leaders,
government leaders, and others, please send them. Also, if you have prepared summaries of
evaluations you have completed on such workshop presentations, these would be useful for
our reporting and publicizing.

May we expect to receive (either with this questionnaire or under separate cover):

a. a model workshop plan?

b. an evaluation of the effectiveness of one of the v/orkshops you

presented?

ERIC

106

257

2. ^lanusc^ipts for Publication

a. How many articles describing your model programs have you written?

b. How many articles have included evaluation and assessment

information have you written?

c. How many of these have been published?

!• Descriptive ones

2. Data baf .d ones

d* List article titles and places published or submitted for publication
(use space provided at end of questionnaire if more than 3)

!•

If you have additional copies of either type of manuscript that you would like to send for
use with NSF, NSTA, and/or government leaders, please include them with this
questionnaire or send them under separate cover.

May we expect to receive examples?

a. Published articles?

U Articles submitted for possible publication?

c. Reports describing your curriculum?

Curriculum Materials

a* What was the nature of the curricular materials you developed that
are exemplary?

1. Course outline Number:

2. Curriculum sequence Number:

3* Modules for use within a course Number:

4. Special activities Number:

b. How many of these were shared with other teachers in the Honors
Workshop (from list above)?

c. How many of these were shared with ether teachers in workshops you
conducted?

258

ERIC

Do we have on file material which describes your model curriculum?

Is this information up to date and accurate?

Do you have sample curriculum niaterials that a»'ose in connection with the

workshop and/or following activities which we could share with NSF,

NSTA, and government leaders?

Please provide these materials clearly marked and appended and/or send under
separate cover.

What are titles of exemplary curricular materials that you c'.veloped? Please use space
provided at end of questionnaire for more than 3 examples.

1.
2^
3,

Were your thinking and your original curricular outlines affected by:
Worksh^ staff?

The total workshop
experience?

Other teachers in the summer
workshop?

Other teachers encountered in follow-up
wor^'Shops yo '

conducted?

If yes, to what degree?

Somewhat

Greatly

Significantly

Somewhat

Greatly

Significantly

Somewhat

Greatly

Significantly

Somewhat

Greatly

Significantly

4. Instructional Strategies

a. What are some new instructional strategies that you learned from
the Honors Workshop staff or from other attending teachers?

ERIC

108

tv Were you able to use such new strategies in your own teaching?
c. To what extent?

d. Do you have evidence of impact of specific strategies anc/or success

of their use in your situation?

Please send information concerning them and their use. Some common strategies
considered in many workshops included:

cooperative learning

use of vX)mmunity personnel

focus on community problems

decision-making

debate; trial jury

student action for problem resolution

the primary laboratory outside classroom and school

star '"^ with application/connection

Leadership Networks

a. Have you established an even larger and more significant support
group for continued growth and greater professional communication
as a result of the workshop?

U How many Honors Workshop participants do you continue to dialogue

beyond the workshop per se? . .

c Have you formalized a communication network with other leader

teachers?

If so, how do these work? What is the precise organization?

Please forward information that can be shared with NSF, NSTA and government
leaders.

d. Have you developed new skills with communication, public relations,

involving more persons in your teaching and planning?

PLase provide whatever examples you ci r .

^09 2 G0

e. Have you participated in active plans, state/regional/national
improvement efforts?

What are some of these?

Use this space for additional responses. Please be sure to number your responses to
coincide with the questions.

ERIC

no 261

PERSONAL ASSESSMENT OF mPACT OF IOWA HONORS WORKSHOP

Nanie Workshop/Year Attended:

Has attendance at the Honors Workshop Program influenced you in any of the following
areas?

very somewhat sorrewhat very

positive positive no nefjfitive negative

change change change change change

L .My classroom teaching? A....2....^....A....£

1. Wy curriculum?

Content 1 . . . . 2 . . . . 2^ . . . . A . . . . S>

Teaching methods 1 . . . . 2 . . . . Z . . . . A . . . . S>

Use of equipment and materials. . . 1 . . . . 1 . . . . Z . . . . A . . . ^ S>

Assessm.ent/evaluation 1 . . . . 2 . . . . 2^ . . . . A . . . . S>

3, My relationship with my students? •J.....2....«3....^.....5

4, My attitude toward teaching? . . . . 1 * . . . 2 . . . . 2 . . . . A . . . . S>

5, My relationship with my professional

peers? 1 . . . . 2 . . . . Z . . . . A . . . . S>

6, My relationship with my

supervisors/administrators? 1....2....Z....A....S>

1. My relationship as a science

educator with my community? . ... 1 . ... 2 . ... 2 . ... A . ... 5

8. My confidence in myself as a

sci'^ c educator? 1....2....2....A....S>

Please provide the following information:

!• Whr' awards have you received since 1983?

2. What are offices to which you have been appointed or elected since 1983?
a.
h.
c.

111262

3. What profesf ^nal scx*ieties do you belong?
a.

h.
c.
d.

4. What presentations have you made since 1C33 at professional meetings?

Presentation Title * Organization

c.
d,

5. What proposals have you written since 1983? (Indicate with a*=terisks those which
have been funded,)

h.
c.

6. What continuing contacts have you developed with practicing scientists?

Nan)e Field Affiliation

c,
d.
e.

Please provide additional information on separate pages if space is too limited for any or
ali of the above questions.

263

112

PERCEPTIONS OF IOWA HONORS WORKSHOP PARTICIPANTS

Name

Workshop/Year Attended:

Please provide information on each of the following products of the Iowa Workshop. Place
an "X" on the continuous line for where you were prior to the workshop and a double "XX"
where you feel you now are.

I. Ability to plan workshops for other teachers

Not
Skilled

Somewhat
SkiUed

Informed

An
Expert

2. Ability to conduct leadership workshops for other teachers

Not
Skilled

Somewhat
Skilled

Informed

An
Expert

Ability to prepare descriptive articles for publication

Not
Skilled

Somewhat
SkiUed

Informed

An
Expert

4. Ability to prepare manuscripts that include an evaluation component for publication

Not
Skilled

Somewhat
SkiUed

Informed

An
Expert

5. Ability to develop new curriculum components

UnskiUed

Little
Atellty

Comfortable

SkiUed

6. Ability to evaluate curricular changes

UnskiUed

Little
Ability

Comfortable

SkiUed

7. Ability to identify/describe nev; teaching aopr caches

UnskiUed

Little
AbiUty

Comfortable

SkiUed

113

261

8. Ability to try new teaching strategies

Unskilled Little Comfortable Skilled

Ability

9. AKlity to evaluate use of new teaching strategies

Unskilled Little Comfortable Skilled

Ability

10* Ability to interact with other leader teachers

Poor Fair Good Excellent

U. Ability to present aiid interact at professional meetings

Poor Fair Good Excellent

12. Ability to interact with college science educators

Poor Fair Good E«»ellent

13. Ability to interact with scientists and engineers

Poor Faii- Goal Excellent

14. Ability to interact with education research/evaluation experts

Poor Fair Good Excellent

15. Ability to interact < :th journal editors

Poor Fair Good Excellent

114

TEACHER INSTRUMENT

PERSPECTIVES ON TEACHING SCIFNCE

Naine:_ - — £S#:,

Workshop attended:____ Grade level (s) taught:.

Your na:no and SS# on this questionnaire will be kept confidential and
are necessary for coding purposes^ Please note the scale associated
with each set of questions.

FOR QUESTIONS 1-9, PLEASE USE THE FOLLOWING SCALE:

Very confident Moderately Confident Not Confident at all
1____2 3 4 5

2 3 4 5

HOW CONFIDENT DO YOU FEEL ABOUT:

1^ Following a textbook unit? 1

2. Following school and/or curriculum guide? 12 3 4 5

3* Identifying a current soc^r'^-l issue related

to science and exploring it with your students? 12 3 4 5

4* Identifyir ^ a current technology issue and

exploring it with your students? 12 3 4 5

5. Involving students with an issue about which

you feel a lack of knowledge? 1 2 3 4 5

6. Involving parents with an issue chosen for class-
room consideration about which you feel a lack

of knowledge? 12 3 4 5

?• Involving community leaders with an issue

about which you feel a lack of knowledge? 1 2 3 4 5

8. Involving administrators with an issue about

which you feel a lack of knowledge? 1 2 3 4 5

9. Investigating problems/questions that arise un-
expectedly? 1 2 3 4 5

Please continue on next page

FOR QUESTIONS 10-13, PI.''^SE USE THE FOLLOWING SCALI :

Not at all Sometimes Always
1 2 ^3 4 5

HOW OFTEN DO THE FOLLOWING BOTHER YOU?

10. Students asking questions that you can't answer? 12 3 4 5

11. Being asked to come up with possible explanations

for a phenomenon without having done so before? 1 2 3 4 5

12. Being requested to depart from the textbook in

your teaching? 1 2 3 4 5

13. Having to create your own teaching activities? 12 3 4 5

FOR QUESTIONS 14-20/ PLEASE USE THE FOLLOWING SCALE:

Very Moderately Not at all
1 2 ^3 4 5

KOW COMFORTABLE AR. YOU IN:

14. Visualizing science as occurring everywhere,
i.e. outside class as mucn as in the class?

15. Using real world science (outside classroom
and textbooks) as a focus for science study?

16. Dealing vith several expert opinions that
conflict with each other?

17. Focusing on activities without necessarily
reaching an answer?

18. Dealing with differing student opinions?

19. Dealing with other teachers in connection
with school-wide projects?

20. Dealing with controvetsial topics?

Please cont

2
2

3
3

4
4

5
5

nue on next page

ERIC

116

267

FOR QUESTIONS 21-27, PLEASE USE THE FOLLOWING SCALE:

Strongly Slightly Undecided Slightly Strongly
Agree Agree Disagree Disagree
1 2 3 4 5

21. I enjoy d'scussing science topics with other

teachers. 12 3 4 5

22. I believe I have encugh background to teach

science adequately. 12 3 4 5

23. I would like to work with a science consultant

to improve my science program. 12 3 4 5

24. I prefer teaching science ov*2r any other

subject. 12 3 4 5

25. I would read an issue of Spi^nce ^ Children^
gcienqe ££flf^, or Science Teacher if

they were available in my school. 12 3 4 5

26 o I would like to work with a teacher to improve

my science program. 12 3 4 5

27. I woulr^ be interested in being a part of an

experimental science project. 12 3 4 5

P'^ease continue on next page

ERLC

268

117

FOLLOWING A LIST

SCHOOL SCIENCE CLASS AS
i>OCIETY. INDICATE YOUR
APPROPRIATE NUMBER.

OF TOPICS WHICh COULD BE INCLUDED IN A
PART OF THE STUDY OF SCIENCE AND TECHNOLOGY IK
CURRENT EMPHASI" ON EACH TOPIC BY MARKING THE

High

Low

1 2

emphasis

in ci;

Incoor air quality

Outdcoi: air quality

iJatei quality

V^ate-r supply

Local news stories

Acid rain

;/eather modification

Population

t;cise pollution

Biomedical advances

Auto safety

i'edestrian safety

Consumer decisions

Health technology

rood processing

Tersonal health deci^*ioni3

Cciijcutei applications in

liociety 1

Lnercy use in horae/car/recreation 1

Lffective land use

The space program

Spaceship earth

Solid waste probleu.b

Diseases

The space program

Soil conservation

Lndangered species

Animal rights

Diug abuse

Kuclear warfare

Spaceship earth

ERIC

hfiiinniiinrrTiaaaia

118

269

PARTICIPANT'S PROFILE

1. ID number

2. Gender (please circle the correct letter) M F

3. How many total years of teaching experience do you have?
(years)

4. What is your major present teaching assignment { subject
and level )

subject area

(1) Elemenatry Science

(2) General Science

(3) Physical Science

(4) Earth Science

(5) Life Science

(6) Guology

(7) Physics

(8) Chemistry

(9) Biology

(10) Other*' ( please specify )

leve 1

(1) Elemematary School

(2) Middle School

(3) High School

(4) College

(5) Other (please specify)

5. How long have you had tnis assignment ? (years)

6. Major field of study for

bachelor degree

master degree

specialist deqree
doctora 1 degree

how many Chautauqua courses have you attended prior to
this one ? (number)

How many other science or education related workshops
have you attended in the past 5 years ?
{ nuiaber )

Are you currently a member of US'^\ ?

10. Are you currently a member of local or state science
teachers organization ?

ErJc ' 27 {)

11. How did you find out about this Chautauqua course ?
From

(1) Direct mailing

(2) Science supervisor

(3) School principal

(4) Other teacher

(5) Science coordinator

(6) others (please explain)

ERLC

271

120

Teacher Directions for
BQHXEEEL
Primary Version

This attitude scale was designed for easy administration by the
classroom teacher. It should always be administered by someone who is
familiar to^ and has good rapport with, the pupils.

The procedures spelled out here duplicate those followed in the
ether workshop locations. By observing the same procedures, you will
insure the validity of the results. Please follow t^ese directions
ezactlyl

before giving this instrument, familiarize yourself with the types
of questions asked and the mcuinei in which responses are to be recorded.
Make sure that each pupil is supplied with two soft graphite pencils and
an eraser.

The classroom should have sufficient light, ventilation, and
freedom from noise. Try to avoid locations or times when other
students, school bells* or public address system announcements can
interfere with concentration.

Scheduling j:hi£t Tests

The Primary scale is orally administered. The time requirements
vary somewhat with groups and the pacing style of the examiner. You
should plan five (5) minutes or so for distributing the booklets. The
test should be administered in the morning.

Directions and Sampl es

Read the directions to the students EXACTLY as they are written.
Read with a natural tone of voice and in a natural manner.
Read each question twice.

Be sure students know what to do before starting. After
directions are read verbatim, they may be further clarified if students
do not understand.

Sample items may be reproduced on the chalkboard. They may be
discussed or explained in detail. Do NOT make up additional sample
items.

Move around the room after you have begun to make sure that

o 272
ERIC 121

everyone is working in the correct place, but do not hover over a
student. If possible, it would be helpful to have another adult in the
room to serve eis a helper.

Be sure that everyone is following instructions. Additional
instructions may be given to students who seem confused, but do not give
a value laden or judgemental answer.

Teachpr-marip XtfifflS.

Notes Items 4 and 17 need you to fill in the science topic.
Choose two different topics you will tifi teaching across this school
year. Do not choose topics you have already taught or begun to teach.
Make sure they are not •-.opics mentioned in any of the other items (i.e.,
you would not use magnets because Item 8 asks about magnets.) Write on
your directions sheet after Item 4 and 17 the topics you have chosen.

Ac^min ignoring Test

1. As soon as pupils are settled and ready to be-^ work, say.

Today we are going to dc some worksheets with questions about
how yoa feel.

2. Distribute the booklets systematically, making sure pupils receive

their own answer sheets.

3. As soon as the tests are distributed, say.

Before we begin, look at the front cover of your booklet. See
the place where it says "naine". Write youj: firirti nanft only on
this line. — — -

When students are finished, instruct them to fill in "grade",
"boy", "^irl", and "teacher". For younaer children, it may be
more appropriate for you to fill in the information. Be sure it
is conpletely fii^ti in before booklets are returned.

Then say to the students,

itow we are ready to do the worksheets. These worksheets will
tell us how :fou feel about the things I will be reading to
you. niere are no right or trrong ans%rers. However you feel
about the question is the right answer for you.

Now, open your booklets to the first page. It is yellow. On
this page are six (6) rows of pictures. E -ok at the pictures
m row one, where you see the star.

Put your finger on the first face. This is a happy face and
makes you feel good. If you like something, this is the face
you choose.

273

Now put your finger on the second face. This is a sad face
and tells us that you don't like something.

Now put your finger on the third face. This is an undecided
face. It can't quite make up its mind. It is tlie face of
Bcaeoae lAo doesn't like or dislike something.

(S) Let's try one. How do you feel vhea someone steals
sane thing that belongs to you? (Pause for reply.) That's
right, you don't like it. Which face would you mark? (Pause
for reply.) Tes, you woalf nark the sad face. Do that right
now. Make a big "X" on that face. (Check to see that each
child is marking the sad face.)

(S) Now we'll try another. Put your finger on the row with
the circle. How do you feel vh&i it is your birthday? (Pause
for reply.) Yes, you would like that. Which face would you
mark? That's right, the sailing, h^py face.

(S) Let's try cae more together. Put your finger on the row
of faces with the shape like a moon. How would you feel if I
walked around the room twice? (Pause for reply.) Tou
probably wouldn't have strong feelings about it either «iay. It
wouldn't make you sad and it wouldn't make you happy. Which
face would you mark? (Pause for reply.) That's right, you'd
meirk the undecided face.

Now we're ready to begin. Put your finger on the row of faces
with the square.

a.) Bow do you feel about learning to read? If you like it,
mark the face that is smiling. if you do not like it, mark
the face that is frowning. if you're not sure if you like it
or not, maj:k the face that is undecided. How do you feel
about learning to read?

(Continue to iLonitor the children to see if they are following
directions. Repeat the s?.*:iiple directions for each item.)

(2) Let's go on to the row of faces with the triangle. How do
you feel about leeucning about the weather? (Repeat general
directions. Remember to read the questions twice.)

(3) Now put your finger on the row with the squiggly lines.
Bow do you feel about learning about nunbers?

(4) Now turn the page. The next page is green. Put your
f jjiger on the top row, the one with the star. How do you
feel about learning about (....teacher inserts word....)?

(5) Now put your finger on the row with the circle. How do
you feel about learning about plants?

(6) Noi-/ put your finger on the row with the moon. How do
you feel about learning about animals?

ErJc 123 271

(7) Put your finger on the row with the square. How do yoa
feel about reading a book about elec^rici^?

(8) Put your finger oc the row with the triangle. How do you
feel about doing sonething with aagnets?

(9) Put your finger on the row with the squiggly lines. How
do you feel about learning about the aky?

ac) wrar a gogd job evbbzonb is oonis. too are all so

CABEFUL 10 JmO TEE RIGBT ROfT CP FACES!! How torn to the blue
page and put your finger on the row with the star. Hov do you
feel about reading a book about dinosaurs?

(ID Put your finger on the row with the circle. Bow do
feel about being a scientist?

(12) Put your finger on the row with the moon. Bow do you
feel about learning about aniaals?

(13) Put your finger on the row with the square. Bow do you
feel about doi«iq scaething with plants?

(14} Put your finger on the row with the triangle. How do
you feel about reading a book about witcues?

as) Put your finger on the row with the squiggly lines. How
do you feel about being a police officer?

a6) HE WIU. BB DONE SOQR NOW. lOU AltB AH. SDCB CAREFm:.
LISTENERS! Now turn to the next page. Nho can tell us vbat
color it is? (Pause for reply.) Put your finger on the row
with the star. How do you f^al about doing something with
I'ocks?

a?) Put your finger on the row with the circle. iow do you
about doing sonething with (teacher inserts word)?

as) Put your finger on the row with the moon. Bow do you
feel about being a teacher?

(19) tut your finger on the row with the square. Bow do you
fee} about getting a gift?

(20) Put your finger on the row with the triangle. Bow do
you feel about reading a book about space ships?

(21) Put your finger on the row with the squiggly lines?
do you feel about being a person \Aio sells shoes?

(22) Turn to the last page. What color in it? (Pause for
reply.) Put your finger on the row with the star. Bow do
you feel about learning about science?

ERIC

124 275

(23) Put year finger od the row with the circle. How C(o you
feel about trying to f in:^ the answer to something?

(24) Pat your finger oa the row with the moon. Bow do you
feel atout being a doctor?

(25) Put yoiir finger on the row with the square. How do you
feel about learning about other pec^le?

C26) Put your finger on the row with the triangle. Bow do
you feel about reading a book about aquariums?

(27) Put your finger » the row with the squiggly lines. How
do you feel about drawing a picture?

YOU HAVE ALL DONE A SUPER JOB! TBAIK YOOl

EH) OF TEHT. Collect all answer sheets from the studoits.

27b

PRE/POST VIDEO TAPED LESSON CODING CATEGORIES

PRE TEACHER BEHAVIORS POST

I) Lectures

2) NJakc statements

3) *Asks an input question

4) *Ask3 a processing question

5) *Asks an outpul question

6) Answ'><^ questions by providing
factual information

7} Redirects student questions

to other students

8) Expresses lack of knowledge

9) Asks ^♦udenir to elaborate

or clarify

10) Uses, clarifies, or elaborates
3 student's comment or question

RESOURCES FCR KNOWLEDGE

1) Teacher reference to textbook

2) Student reference to textbook

3) Teacher reads from textbook

4) Student reads from textbook

5) Teacher reference to current event

6) Student reference to current event

7) Student reading from magazine,

newspaper, journal

8) Teacher reading from magazine,
newspaper, journal

9) Extended discussion of current event

10) Extended discussion of student idea

REFERENCES TO INTERDISCIPLINARY STUDIES

1) Societal applications of science

2) Techno! Dgical application of science

3) Ideas from other subject areas

Social Studies

Language Arts

Geography

Mathematics

Industrial Arts

Other

SirUDENTS WORKING AS;

I) Whole class

2 Small groups same task

3) Small groups different tasks

4) Individuals same task

5) Individuals different task

6) Other

ERIC

126 277

PR£ MATERIA! S USED BY STUDENTS POST

1) None

2) Mantpulable science materials

3) Books

4) Workbooks

5) Newspapers/Journals/Magazines

6) Own paper, notebooks

7) Movies or film-strips

8) Other

♦Ikiput level » counting, match- ^, naming, defining, observing, reciting,
identifying, recalling.

♦Processing level synthesizing, analyzing, categorizing, explaining, comparing,
summarizing, inferring, sequencing, stating causality.

♦Output level » applying, imagining, evaluating, predicting, creating, speculating,
planning, generalizing.

127

278

IOWA HONORS WORKSHOP EVALUATION
PRODUCTS FOR FINAL NSF REPORT

Name , School

Home Address

Street City State Zip

Workshop and Year Attended

WORKSHOP PRESENTATIONS: (Ind':ate number of uines presented in parentheses after
each tide.)

L ( ) 2. ( )

3. ( ) 4. ( )

PROFESSIONAL ACTIVITIES: (Convention presentation, committees, offices)

3,
4

WRITING: When submitted

Titles of Articles and/ or published

4 ,
5.

3.
4

Curriculum Modules/Units/ Innovation

Return this form to: Ro^p-t E. Yager, Science Education Center. The Un'versitv of Iov.a.
Iowa City. lA 51242

O 128 27^

ERIC N

JUNIOR HIGH/SEHIOR HIGH
SECTION A: BACKGROUND INFORMATION

1. Indicate your sex:

(Circle one.)
Male ... . . 1
Female 2

2. Are you:

White (not of Hispanic origin) .
Black (not of Hispanic ongin) , .

Hispanic

American Indian or Ala^^itan Nat-ve
Asian or Pacific Islander
Other (p/ease specify

(Circle one.)
1

. 2
. 3
. 4
5
6

3. How old are you?

4. How many years t\ave you taught prior to this school year? .

5. Indicate the number of years you have taught each of the following in any of grades 7-12 prior to this school
year.

If none, check here □ and Qvi on to Question 6.

Mathematics, grades 7-12

Science, grades 7-12

6. Which of the following subjects have you taught in the last three years?

If you have not taught mathematics o^ science in the last three years, check here and go on to Qcz^Xion i.

MA • 'EMATICS/COMPUTER SCIENCE (Circle all that apply.)

Mathematics, grades 7-8 l

Remedial, business, consumer, or general mathematics 2

Pre-algebra 3

Algebra, 1st year 4

Algebra. 2nd year 5

Geometry g

Calculus, advanced mathematics 7

Computer literacy programming 3

SCIENCE

General science .... g

Biology, environmental, life sciences . 10

Chemistry \^

Physics \2

Physical science 13

Earth/space sciences 14

Er|c 129 230

SECTION B: SCIENCE INSTRUCTION IN YOUR SCHOOL

7. Do you teach In a sail-contained ciaaaroom» i.e., an you responsible for teaching all or most academic srjbiects
to Qn« class?

(Circle one.)

Yes 1 Specify grade leveKs) then go to Question 8

No 2 ^ Goto Question 9

8. We are interested In knowing how much time your students spend studying various subjects. In a typical week,
how many days do you have lessons on each of the following subfects, and how many minutes long is an
average lesson? (Please write **0** if you do not teach a particular subject to this class.)

Number of Approximate Number
Days per Week of Minutes pi r Day

1. Mathematics

2. Science

a Social studies

4. Reading

Go to Quest'.z^n, 10

9. For each class period you are currently teaching, indicate the course title and the enroflment by grade. Then
indicate the code numt}er from the enclosed blue **Llst of Course Titles** that best describes the content of
each course.

Course

Numbe; of Students in Class by Grade Code

Number

Class Ccurse Title jt^ a ^ JO Totai

10. Are you currently teaching any course(s) that are outJide your major area of certification?
If yes, write in the course code nurrtt>er<s) from the blue list.

(Circle one.) Course Code No.

Yes 1 Please specify: a.

No . .... 2

ERIC

i'3o 281

List of Course Titles

ERIC

Code Number

Course Title

ini

103

Parth cripnrp

Ph\/fiical 9ci0nc0

104

General science, grade 7

105

General science arade 8

106

General science, grade 0

107

General science, grades v>12

108

BioloQv 1st vear

109

Chemistrv 1st vear

110

Phybics, 1st year

111

Biology, 2nd year

112

Chemistrv 2nd vear

113

Phvsics 2nd vear

114

Astronomy

110

Anatomy

116

Physiology

117

Zoology

118

Ecology, environmental science

Other science

IVIvlil IwlllClllW^

201

Mathsmatics nrads

MAthPmpfir^ t\Tfkf\^

IVfCIII Id i lOllwO, ^iCIVJw o

203

Gene''al mathematics, grade 9

•

<04

General mathematics, grades 10-12

205

Business mathematics

206

Consumer mathematics

1 ^ VI 1 1 1 vl 1 1 1 V*% 1 1 w 1 1 1 Vil 1 W W

207

Remedial mathematics

208

Pre-aloebra/introductlon to aloebra

209

Aloebra 1st ve:ir

210

Algebra, 2nd year

211

Wl 1 iwii y

212

TrinnnnmPtru
II i^v^i iv^i 1 iwii y

213

r 1 Wwowiiiiy/ oiaiioiiwO

214

Advanced senior mathematics, not including calculus

215

Advanced senior mathematics, including seme calculus

216

Calculus

217

Advanced placem nt calculus

218

Other mathematics

Computer

301

Computer awareness or literacy

ocienc6

302

Applications and implications of computers

303

Introductory computer programming

304

Advanced computer programming

305

Advanced placement computer science

306

Other computer science

Other

401

Social studies, history

402

English, language arts, readin^^

403

Business, vocational education

404

Fbreicn lanouaoes

405

Health, physical education

406

Art. music, drama

407

Othe*^ subject

131

poo

11. Are you currently teaching any ccurse(s) that you do not fee/ adBQuatefy Qualified to tea^h? If yes, write in the
course code number(s) from the blue list.

(Circle one.) Course Code No.

Yes 1 Please specify: a.

No 2

12. a. In the last year, have you received any assistance (e.g., curriculum materials, guest speakers, support to
attend workshops, etc) from private Induatry?

(Circle one.)

Yes 1 ^ Goto Question i2b

No 2 > ^

} - GotoQt ^stion 13
Not sure 3 /

b. Indicate the type(s) of assistance you have received.

(Circle ail that apply.)

Curnculum materials 1

Equipment ... 2

Guest speakers , 3

Travel/stipends to attend professional meetings .4

Teacher awards/schofarships - • , 5

Teacher summer employment . 6

Other (please specify ) 7

ERIC

13, The ioilowing factors may affect science instruction in your school as a whole, 'm your opinion, how great a
problem is caused by each of the following?

(Circle one on each line.)

Serious Somewhat Not a Significant

ProbI

a Belief that science is less important than other subjects

b Inadequate facilities

c Insufficient funds for purchasing equipment and supplies

d Lack of materials for individualizing instruction

e Insufficient numbers of textbooks

f Poor qualify of textbooks .

g Inadequate access to comr ,rs

h lack of student interest in sctence

I Inadequate student reading abilities

J Lack of teacher interest in science

k Teachers inadequately prepared to teacl. science

I Student absences

m t^ck of teacher planning time

n Not enough time to teach science

o Class sizos too large

p. Difficulty in maintaining discipline . .

q Inadequate articulation of instruction across grade levels

r Inadequate diversity of science electives

s Low enrollments in science courses

em of a Problem

Problem

2
2
2
2

2
2
2

3
3
3
3

3
3
3

132 283

SECTION C: YOUR SCIENCE TEACHING IN A PARTICULAR CLASS

The questions in Sections C and D relate to your science teaching *n a particular class. Please consult the
label on the front of this <fuestionnaire to determine the randomly selected science class for which these
questions should be answered.

14. M. What Is th«tltl« of this course? ,

b. Using the blus "Ust of Course Titles,** indicate the code number that best describes the content of this
course.

15. a. How many students are there in this class?

b. Pfease indicate the number of students In this class in each race/sex category:

Male Female

White (not of Hispanic origin)

Bla^k (not of Hispanic origin) ...

Hispanic •

American Indian or Alaskan Native ^

Asian or Pacific Islander

Other (please specify )

Total

Note: The total number c: males and iomales
should be the same as the number of students
in Question 15a.

16. What is the duration of this course?

(Circle one.)

Year ... l
Semester . .2
Quarter ... 3
Other (pfease specify ) 4

17. Which best decicrlbes the content of this touise''

(Circle one.)

Qenaral science 1

Biology, life sciences, environmental science 2

Chemistry. ph> cs, physical sciences 3

Earth/space sciences a

Other (please specify } 5

18. Which of the fcMowing best describes the ability makeup of this class?
(Comparison s^hould be with the eve^ge student in the grade.)

{< fxie one.)

Primarily high ability students 1

Primarily low ability students 2

Ptimanly average ability students 3

CDi/^" Students of widely differing ability levels 4

^ , ,. 284

133

19. On the average, how many minutes of science homework do you expect the typical student in this class to
complete each day?

minutes/day

20. Are there any professional magazines or journals which you find partictilari/ helpful In .^aching science to this
class?

(CIrcIo one.)

Yes 1 Pfease specify: a.

No 2

21 . Are you using one or more published textt}Ooks or programs for teaching science to this class?

(Circle one.)

Yes ... ... 1 - Go fo Question 23

No ... 2 - Go fo Question 22

22. Why did you choose not to use a textboolc?

(Circle all that apply.)

I prefer to teach without a textt)ooi( 1

I did not Uke the textboolc assigned to this class .2

Available textbooks were not appropnate for this class . 3

There were insufficient funds to purchase textbooks . 4

Other (specify 5

;

Go to Questton 28

23. Indicate the publisher of the ^ns^textbook/program used mo. n by the students in this class.

(Circle one.)

Addison-Wesley 01 Jpnus

Allyn & Bacon 02 Laidlaw 16

American Book 03 Little. Brovsn 17

Wm C. Brown 04 Maci iilian 13

College Entrance 05 McGraw Hill 19

Coronado 06 Merrill . . 20

^'•^^^ ... 07 National Science Program 21

... 08 Prentice Hall 22

Globe 09 Rand l\/!cNally 23

Harcourt. Brace. & Jovanovich 10 Saunders ... 24

Harper & Row 11 Scott. Foresman 25

0 C Heath . . 12 Siiver Burdett 26

Holt. Rinehart. Winston 13 wiley - 27

Houghton Mifflm t4 Other (please specify „ ; 28

ERLC

134 2815

24. fndiC'ite the litie, author, and most recercf capyrigNi date of this textbooK/program.

Title:

Author: ,

Most recent copyright date:

25. Approximately what parentage of the textt>ook will you "cover** in this course?

(Circle one.)

Less than 25% 1

25-49% 2

50-74% 3

75-90% 4

More than 90% . . .5

26* Please give us your opinion
often in this class.

This textbook:

jt each of the following statements related to the textbook you are using most

(Circle one on each line.)

a. Is at an appropriate reading level for most of my
students

b. Is not very interesting to my students

c. Is unclear and disorganized

d. Helps develop problem-solving skills .

e. Needs more examples to reinforce concepts

f. Explains concepts clearly . .

g. Provides good suggestions for activities and
assignments

h. Lacks examples of the use of science m daily life

i. Shows the applications of science m careers
j. Has high quality supplementary materials

Strongly
Agree

Agree

2
2
2
2
2
2

2
2
2
2

No
Opinion

3
3
3
3
3
3

3
3
3
3

Disagree

4
4
4
4

Stiongly
Disagree

5
5
5
5
5
5

5
5
5
5

27. Indicate the persons or groups who helped determine that you would use this particular textbook in this
science class.

(Circle all that apply.)

I did 1

The principal 2

A group of teachers from this school 3

A distnct-wicie textbook adoption committe ... 4

A state-wide textbook adoption committee ... . 5

Other (please specify ) q

28. If you are using any materials instead of, or in addition to, a published textbook or program, briefly describe
below.

ERIC , 28fi

29. Do you use calculators in this science class?

(Circle one.)

Yes 1 - Go to Question 30

No 2 - Go to Question 31

30. How are calculaton used in this science class?

(Circle all that apply.)
Checking answers ... 1
Doing computations .... . . 2

Solving problems . 3
Taking tests 4

31. Which best describes the availability of computers (microcompi!;ers or terminals to mini/mainframe) for use
with this science class?

(Circle one.)

Not availaoie l - Skip to Question 34

Available but quite difficult to access 2
Available but somewhat difficult to access 3
Readily available 4

32. How does this science class use computers?

If not us'^d, check here 1 and skip to Question 34.

(Circle all that aonly.)

Teacher demonstrating computer use

Writing programs

Learning science content

Laboratory tool

Drill and practice

Using simulations

Problem solving

using computer graphics

Games

Testing and evaluation

Other (please specify .

33. During the last wtek of Instruciion, ho*v many minutes did a typical student spend working with cor^puters as
part of thi' science class?

(Circle one.)
None 1
M4 minutes 2
15-29 minutes 3
30-44 minutes 4
45-60 minutes . 5
More than 60 minutes 6

Er|c

34. think about your plans for this science class for the entire course. How much emphasis will each of the follow-
ing ob/ectiVcs receive?

(Circle o:.e on each line.)

a.
b.

d.
e.

Minimal
None Emphasis

Become interested in science .

Learn basic science concepts

Prepare for further study in science

Develop inquiry skills

Develop a systematic approach to
solving problems

Learn to effectively communicate ideas
in science

Become aware of the importance of science
in daily life . .

Learn about applications of science in technology
Learn about the career relevance of science

Leam aboutthe history of science

Oevetop awareness of safety issues in lab

Develop skill in lab techniques

2
2
2

3
3
3

Moderate
Emphasis

. 4
4

4
4

4
4
4

5
5
5

Very Heavy
Emphasis

6
6
6

SECTION D: YOUR MOST RECENT SCIENCE LESSON IN THIS CLASS

Please ariswer the follovving questions specific to your mosfAecenfsc/^^^ in this class. Do not be

concerned if this lesson was not typical of instruction in this class.

35. a. How many minutes were allocated for that science lesson^

b. Of these, how many were spent on the following:

Daily routines, interruptions, and other non-instructional activities

Lecture

Wbrking with hands-on, manipulative, or laboratory matenals

Reading about science

Test or quiz

Other sciefKe instructional activities

Total

(Should be the same
as Question 35a)

36. Did that lesson uke place on the most recent day your school vas in session?

(circle one.)

VS»s . . t

No 2

ERIC 288

37. Indicate the activities that took place during that science lesson.

(Circle all that apply.)

Lecture 1

Discussion 2

Teacher demonstration 3

Student use of hands-on or laboratory materials 4

Student use of calculators 5

Student use of computers 6

Students working in small groups 7

Students doing seatwork assigned from t6Ktt>ook 8

Students completing supplemental worksheets .... 9

Assigning homework ... 10

SECTION E: TEACHER PREPARATION

38. Indicate the degrees you hold. Then indicate yoer major area of study for each degree using the list of code
numbers to the right. Space has been provided for you to enter a code number for a second bachelor's or
master's degree. Enter more than one code number on the same line only if you had a double maior.

If no degree, check here f 1 and go on to Question 39.

Degree

Associate
Bachelor's

2nd Bachelor's
Master's

2nd Master's

Specialist or 6-year
certificate

Doctorate

(Circle all
that apply.)

1 .
2

Specify Major
Area Code No.

MAJOR AREA CODE NUMBERS

EDUCATION

11 Elementary education

12 Middle school education

13 Secondary education

14 Mathematics education

15 Science education

16 Other education

MATHEMATICS/COMPUTER SCIENCE

21 Mathematics

22 Computer science

SCIENCE

31 Biology, environmental, life
sciences

32 Chemistry

33 Physics

34 Physical science

35 Earth/space sciences

OTHER DISCIPLINES

41 History. English, foreign language,
etc.

ERLC

138 283

39. Indicate tht categories In which you have completed one or more college courses.
EDUCATION (Circle all that apply.)

General methods of teaching 1

Methods of teaching elementary school science 2

Methods of teaching middle school science . . . . 3

Methods of teaching secondary school science 4

Supervised student teaching 5

Instructional uses of computers 6

Psychology, human development 7

MATHEMATICS/COMPUTER SaENCE

College algebra, trigonometry, elementary functions . 8

Calculus 9

Differential equations 10

Prot)ability and statistics .11

Computer programming ... ... .12

UFE SCIENCES

introductory biology . ... 13

Botany, plant physiology, etc. . 14

Cell biology 15

Ecology, environmental science ... 16

Genetics, evolution 17

Microbiology 18

Physiology 19

Zoology, animal behavior, etc. 20

CHEMISTRY

General chemistry 21

Analytical chemistry 22

Organic chemistry 23

Physical chemistry ... 24

Biochemistry ... 25

PHYSICS

General physics 26

flectncity and magnetism 27

Heat and thermodynamics 28

Mechanics 29

Modem or nuclear physics 30

Optics 3t

EARTH/SPACE SCIENCES

Astronomy 32

Geology .... - .33

Meteorology . , , 34

Oceanography 35

Physical geography 36

OTHER

History of science .37

Science and society . .... 38

Engineering 39

ErJc 139

40. For each of the fdilowing subject ams. Indicate the number of courses you ha/e completed Count each

course you have taken, regardless of whether It was a semester hour, quarter houTSlte. ^ SndSgLuate
course. If your transcripts are not available, provide your I^est estimates. unaergraauate

Subject Aiea

Life sciences

Chemistry

Fhystcs/physical science
Earth/space sciences . .

Calculus

Computer science . . .

Circle the number of courses you have completed.

..0

! ... 2 .

. 3

. 4 .

. . 5 .

6 .

. 7

. >8

....0

1 ... 2

. 3

. 4 .

6 .

. 7

. . >8

. . 0 . . '

1 .. 2

3 .

0 . 1

1 . . 2 .

. 4

. >8

. ...0 1

2 . .

. 3

. ...0 1

.. 2

6 .

41. What type of state teaching certification do you have?

Not certified

Provisional (lacking some requirements)

Regular, lifetime, or other certification in any subject

(Circle one.)

1 - Sktp to Question 43

42. In which subject areas do you have state teaching certification?

Elementary education (pfease specify grades: __
Middle school education (pfease specify grades:
General science ....
Biology, environmental, life sciences
Earth/space sciences

Physical sciences

Chemistry

Physics

Mathematics
Compute science
Business

English, language arts, reading
Physical education, health
Social studies, history
Foreign language

Other (pfease specify

;

(Circle all that apply.)
1

3
4

6
7
8

9
10
11

12
13
14
15

ERIC

291

140

SECTION F: IN-SERVICE EDUCATION IN SCIENCE

43. During the /asl 12 montht, what is the total amount of time you have spent on in«service education in science
or the teacning of science? {include attendance at professtonal meetings, workshops, and conferences, but do
nof include formal courses for which you received college credit.)

(Circle une.)

None 1 ^ Skip to Question 45

Less tnan 6 hours 2

S*1S hours 3

hours 4

More than 35 hours 5

44. What type<s) of support have you received?

(Circle all that apply.)

None 1

Released lime from leaching 2

Travel and/or per diem expenses 3

Stipends 4

Professional growth credits 5

Other (please specify ; 6

45. If an In-service program that interested you were available, how likely would you be to attend if it were offered
at ihe following times?

(Circle one on each line.)

Not

Somewhat

Very

Ukely

Likely

After school

... 2 ...

Evenings

Saturdays

2 .

Summers . . .

t . .

Teacher work days

46. In what year did you last take a course for college credit In science or the teaching of science?

47. Think about a specific science topic that you would find difficult to teach.

a. What is this topic?

b. Which would be the mosf useful in helping you to teach that topic?

Learning more about the basic concepts . .

Learning more about applications of those concepts in daily life, technology, and careers
Learning more about instructional materials/techniques ...

(Circle one.)
1

ERLC

232

141

48. Suppose you wanted to find out about the research related to a topic (e.g., discovery learning, science anxiety,
or sex differences in learning). How likely would you be to use each of the following sources of information?

(Circle one on each line.)

Not

Somewhat

Very

Likely

a Other teacher(s)

2 .

b Principals ... ...

c. Local science specialists/coordinators

d State Department personnel

e Consultants

f College courses

g In-service programs

h Meetmgs of professional organizations

1 Journals

) Research reviews

k Newspapers/magazines

1 Television/radio

m Publishers and sales representatives

49. How adequately prepared do you feel to teach science in a class that includes the following types of children

with special needs? , ^ x

(Circle one on each Ime.)

Totally Somewhat Adequately Well Very Well
Unprepared Unprepared Prepared Prepared Prepared

a Physically handicapped 1 2 3 4 5

b Mentally retarded .1.2 3 4 5

c. Learning disabled 1 2 3 4 5

50. What training have you received in educating handicapped children in the regular science classroom?

(Circle all that apply.)
None 1
College course(s) 2
In-service workshop(s) 3
Other (please specify J 4

51. How adequately prepared do you feel to use computers as an instructional tool with your science classes?

(Circle one.)

Totally unprepared 1

Somewhat unprepared 2

Adequately prepared 3

Well prepared 4

Very we'l prepared 5

ERIC

52. What training have you received In the instructional uses of computers?

None

College coursework

Less than 3 days' m service education

Three or more days" in-service education

Self-taught

Oiner (please specify

(Circle all that apply.]
1

2
3
4

) 6

142

293

53. To which of the following professional organizations do you currently belong?

If none, check here CI and go on to Question 54.

(Circle all that apply.)
American Association of Physics Teachers i

American Chemical Society .2

National Association of Biology Teachers 3

National Association of Geology Teacners 4

^5atlon3l Earth Science Teachers Association 5

National Science Teachers Association 6

School Science and Mathenvatics Association 7

State-level science education organization 8

Association for Computing Machinery 9

Association for Educational Data Systems . . . io

MathematicaJ Association of America 11

National Council of Teachers of Mathematics 12

Soctety of Industrial and Applied Mathematics 13

State*level mathematics education organization . ... 14

Amencan Federation of Teachers 15

National Education Association . ^ 15

Other (please specify) ) . . 17

54. Please give us your opinion about each of the following statements.

(Circle one on each line.)
Strongly No Strongly

Agree Agree Opinion Disagree Oisagrse

a. 1 am in favor of differential pay for teachers in shortage
areas such as science

1 . .

. 2 ..

b Science is a difficult subject for children to learn .

c. Prospective teachers should have to pass competency
tests in science ....

• 2

d. Hands-on science expenences aren't worth the time
and expense

e 1 would \\ke an 11-month contract

f My pnncipal really does not understand the problems
of teaching science

g Experienced teachers should be required to pass
competency tests in science

h t enjoy teaching science

• Laboratory-based science classes are more effective
than non-laboratory classes . .

t Industry scientists should be allowed to teach in the
public schools

k 1 consider myself a "master" science teacher

55. When did you complete this questionnaire?

(Month) (Day) (Year)

THANK you FOR YOUR COOPERATION!

ERIC

143

WORKSHOP EVALUATION

WORKSHOP

WORKSHOP COORDINATOR

1. To what extent was your enjoyment and/or p^d^ctivity at the workshop
affected by the fol loving:

affec

classroom set-nxp/facilities

availability of equipment for projects,

group size

scheduling

interactions with other participants

interactions with staff

food

lodging

other* please specify ( )

very very
positively negatively
ed neutral affected

2 3 4 5

..V.2 3 4 5

2 3 4 5

....2 3 4 5

2 3 4 5

2 3... ,4 5

2. The following activities were a valuable use of your time:

a Iwavs never

listening to lectures/presentations 1 . . . .2. . . «3. . . .4 5

going on field trips 1 . . . .2. . . .3. . . .4 5

working O'* individual projects 1. . . .2. . . .3. . . .4 5

working on team projects 1 . . . .2. . . .3 . . . .4 5

sharing ideas with peers 1. . . .2. , . .3. . . .4 5

participating in hands-n^n activities 1 . . . .2. . . .3 . . . .4 5

socializing 1... .2.. . .3.. ..4 5

other, please specify ( )1. . . .2. . . .3. . . .4 5

3« How many of the staff

all most some fev none

treated you as a professional?.., 1. . . .2. . . .3. . . .4 5

respected you as a person? 1 . . . .2. . . .3. . . .4 5

avoided sexist or other discriminatory

comments or actions? 1 . . . .2. . . .3. . . .4 5

4. How many of those who gave presentations

aJJ^ mo3t some £ew none

presented a good role model as a

science educator? 1 . . . .2. . . .3. . . .4 5

demonstrated knowledge of their topic?. . .1. . . .2. . . .3. . . .4 5

made their topic relevant to your

needs? 1 . . . .2. . . .3. . . .4 5

showed enthusiasm for their topic? 1. . . .2. . . .3. . . .4 5

presented new ideas?...., 1 . . . .2. . . .3. . . .4 5

were well-organized? 1. . . .2. . . .3. . . .4 5

used appropriate presentation

techniques? 1 . . . .2. . . .3. . . .4 5

ERIC 295

The following statements refer to objectives of the workshop. Please evaluate them in two ways.

First, how well did
the workshop meet these

Very

1.
1.
1.

1.
1.

1.
1.
1.

.2.
.2.
.2,

.2.
.2.

.2.
.2.
.2.

.3,
.3.
.3.

.3,
.3,

.3.
.3.
.3,

Net at
All

.4.
.4.

.4.
.4.
.4.

.4.
.4.

.4.
.4.
.4.

.5
.5
.5

.5
.5

.5
.5
.5

The workshop helped me to:

Second, how useful
was this information
to vou?

Not

Ml useful

a. incorporate ideas from the scientific and industrial
comnunities and from science research into my program.

b. identify current issues, goals, and needs of pciencii
education.

c. plan and prepare workshop presentations.

d. learn leadership and change strategies.

e. prepare curriculum and instruction modules to
enhance my program.

f. develop a professional network.

g. plan ways to disseminate the ideas I developed and
col lected.

h. learn evaluation and assessment techniques.

i. write grant proposals.

j. identify possible areas of research within my own
program.

k. improve my writing skills.

.2,
.2.
.2.

.2,
.2.

.2.
.2.
.2.

.3.
.3.
.3.

.3.
.3.

.3.
.3.
.3,

.4.
.4.

.4.
.4.
.4.

.4.
.4.

.4.
.4.
.4.

.5
.5

If there were other aspects of the workshop that you found especially useful or inspirational, please describe

6. How would you describe the general environment of the workshop?

goal-directed , ^ I ^ , non-directed

cooperative u , , , ^ competitive

organized i | , ^ ^ chaotic

beneficial i , i i | waste of time

stiimxlating j ^ ^ , ^ boring

relaxing | | ^ | ^ hectic

cohesive j ^ , , , cliqueish

friendly ^ I | i , unfriendly

7. Have you attended other vorkshops or inservices of this nature?

(Circle one)
Yes 1

8. If yes, how does this workshop compare?

(Circle one)
Much better than others I attended 1

A little better 2

About the same 3

A little worse than others 4

Mich worse 5

9. Indicate the extent to which you agree or disagree with the following
statements.

As a result of this workshop:

strongly strongly
agree disagree

my level of enthusiasm has increased 1. . . .2. . . .3, . . ,4 5

I feel more confident in my ability to

be a leader in science education . . . .1. . . .2. . . .3. . . .4 5

my knowledge of science has increased, . ..1. .2. .3. .^f 5

I hope to make my community more aware

of the goals of science education. . . .1 . . . .2. . . .3 . . . .4 5

I feel a greater personal responsibility

for the future of science education. .1 . . . .2. . . .3. . . .4 5

10. Additional comments /re act ions (use other side if necessary):

Thank you very much!

ErJc 298

SCIENCE EDUCATION PROBLEMS AND PROPOSED SOLUTIONS — 1986

^^®f ^ identify the major issues facing the discipline of science education at this mid-point
of the 1.980's using the left column. On the right side of the sheet briefly outline/list what you
recommend as actions to assist with the resolution of these major problems.

A. The major problems in science education at B. Actions designed to ameliorate/correct the

this point in time are: major problems in science education are:

3 f)

Express the extent of your agreement with each of the following statements
by circling one of the numbers, according to the following scale.

1 - strongly agree

2 - agree

3 • slightly agrae

A - slightly disagree

5 - disagree

6 - strongly disagree

1. Most of the talk in a science class should be teacher talk, 12 3^56

2. Remembering information is the student's main Job In science 12 3 4 5 6
^ classc

3. All students should be doing the same science activity at the 12 3^56
same time.

4» All students in a science class should follow the same routine 12 3 4 5 6
in an activity.

5. If there is a disagreement, the teacher should decide who is 12 3 4 5 6
right.

6. Most class time should be spent telling the students about 12 3 4 5 6
science.

7. The students should make most of the decisions in science class. 12 3 4 5 6

8. Teachers should speed up students working at a ^low pace in 12 3 4 5 6
sc5.ence .

9. Demonstrations should be done by students rather than by the 12 3 4 5 6
science teacher.

10. The teacher should settle all the questions which come up in 12 3 4 5 6
science class.

11. Students should be permitted to visit socially in a science '12 3 4 5 6
class.

12.

The teacher should decide what is to be learned in science.

13.

Students should make decisions about how science class is run.

14.

The students should set the pace of science instruction.

15.

The student should be able to choose what he wants to learn in

science.

16.

Most of the talk in a science class should be student talk.

17.

Students should be allowed to reveal likes and dislikes in

science class.

18.

The teacher should make most of the decisions in science class.

ERIC 301

148

19. Students should be involved in science equipment maintenance.

20. The students should have a role in deciding his science grade.

21. The science problems pursued should be determined by the teacher.

22. The teacher should decide what lab materials students will u?-;.

23. Science equipment and supplies should be easy for the students
to get.

24. The science class belongs equally to teacher and students.

25. Students <.,iould be allowed to work at any pace they desire in
science.

26. The student should be able to select lab materials from available
resources .

27. Students should be allowed to organize their own time in science
class.

28. Science equipment and supplies belong to the students.

29. Students should be allowed to organize their own classroom.

30. Students should be allowed time in science class to talk among
themselves.

31. A science teacher should accept new ideas and viewpoints from
students.

32. Most science class time should be spent doing things other than
listening.

33. Students should do activities which allow them to discover
things.

34. Students should feel free to ask any questions during science
class.

35. A student should be encouraged to ask questions in science class.

36. Students should talk as much or more than the teacher during
science class.

37. Students should have a chance to try their own ways of doing lab
work.

38. A student should enjoy the activities of a science class.

39. Students should be told step by step what they are to do in
science class.

40. Teache^ should set the pace of science instruction.

1 2 3 4 5 6

12 3 4 5 6

1 2 3 4 5 6

12 3 4 5 6

1 2 3 4 5 6

ERIC

(Developed bv

Russell Yeany, Jr.)

3 2

149

Indicate the extent to which you agree or disagree with the following
statements. Note that the response scale has changed.

Strongly strot^giy
My science program is supported by: agree t^iaagrge

iiic ipdl ••••••••••••••••••••••••••••••1««««2««««3««««4««««S

school board r '. . .1 . . . .2 . . . .3 . . . .4. . . .5

other teachers • 1 ... .2 ... .3 ... .4 ... .5

parents 1....2. ...3....4....5

students 1 ... .2 ... .3 ... .4. .. .5

In order to have an outstanding science program it is absolutely
necensary to hav.et

administrative involvement 1 . . . .2 , . . .3 . . . .4. . . .5

* administrative support 1....2....3....4....5

graduate couxseworke 1 ... .2 ... .3 ... .4. .. .S

expertise in one's field 1....2....3....4... *5

support from other teachers (1....2....3....4....5

hi<|h level of enthusiasm 1....2....3....4....5

strong organizational skills 1....2....3....4....5

leadership ability 1 ... .2 ... .3 ... .4. .. .5

I am satisfied with my program

the way it is ...1....2...-.3....4....5

My opinions on science education are valued

in my school/school district 1....2....3....4....5

I have a great deal of confidence in my

ability 1....2....3....4....5

I frequently share ideas with other

educators 1 ....2.... 3.... 4.... 5

Hy level of enthusiasm is consistently

high 1....2....3....4....5

Frustration is often a significzmt element

in my job 1....2.....3....4....5

The following are major sources of frustration:

administrative policies 1 ... .2 ... .3 ... .4 ... .5

student motivation , 1....2....3....4....5

staff enthusiasm. 1 ... .2 ... .3 .... 4 ... .5

parent cooperation o- 1....2....3....4....5

lack of time 1....2....3....4....5

lack of energy ..^ 1....2. C..3....4....5

lack of- materials 1 ... .2 ... .3 .... 4 ... .5

personal responsibilities 1 ... .2 ... .3 ... .4 ... .5

ERIC 303

I like creating my own materials 1. . . .2. . . .3. . . .4. . , .5

My feelings of worth as an educator are affected by the following:

student achievement 1....2....3,...4,...5

peer support ^ 1....2....3....4lll!5

administrative approval 1....2....3..,.4,...5

outside recognition ; 1,...2....3.. !!4ll!!5

Teachers in my school are encouraged to be

innovative 1....2..,,3..,.4....5

In respect to youjc career, what would you like to see yourself doing
in the future?

Remain in present position 1 2

Move to a higher grade level 1 2

Get an advanced degree 1 !!..!!!2

Teach other subject areas of interest i 2

Work in a non-school setting 1 2

Move to an administrative position i 2

Get more involved in professional

organizations „ 1 .,,..2

Become more involved in curriculum

development ...I , 2

151

3J4

Please indicate the extent of your professional activity during the
past five years by circling the number that applies.

Membership in professional

organizations 0. . . .1. . . .2-4 s-io io+

Offices held in professional -a. 4. ...5 10. ...10+

organizations 0....1.... 2-4.... 5-10 . 10+

workshop presentations delivered 0 ... .1 ... .2-4.". .'5-IO *. ! '.10+

Programs presented....... 0....1....2-4....5-10....10+

Curriculum models/ materials

developed 0. . . .1. . . .2-4. . . .5-10 10+

Articles accepted for publication. .. .0. .. .1. .. .2-4! !! Is-io! !! !lO+

Grants received.... - . . . .0. . . .1. . . .2-4. . . .5-10. . . .10+

Service on professional committees

or task forces.. 0....1....2-4....5-10....10+

Professional awards received 0 1 2-4 5-10 10+

Professional meetings attended 0 . . . .1. . . .2-4. . . .5-10. . . .10+

Courses taken for professional

improvement. 0....1....2-4....5-10....10+

Workshops or inservices attended for

professional improvement, but not

required by administration 0....1....2-4....5-10....10+

. , , '• V

152

NAME _
SCHOOL

CURRENT POSITION

Has attendance at last summer's Honors Workshop Program influenced you in any of
the following areas? (Please respond to all appropriate to your position).

very somewhat somewhat very

po s it ive pos it ive no negat ive negat ive
change change change change change

I. My classroom teaching? 1....2....3....4....5

Briefly explain:

II. My curriculum?

Content 1....2....3....4....5

Teaching methods I....2..«.3.«..4..«.5

Use of equipment and materials •1....2.«..3....4.«..5

Assessment /evaluation 1....2.««.3..«.4...«5

Other ..1....2....3....4....5

Briefly explain:

III. My relationship with my students? 1....2....3....4....5
Briefly explain:

IV. My attitude toward my teaching? 2. •••3. •.•4.«.. 5

Briefly explain:

V. My relationship with my

professional peers? ....... 1

Briefly explain:

VI. My relationship with my

supervisors/administrator? «..1....2.«..3
Briefly explain:

V7I. Hy relationship as a science

educator with my community? .2«..«3
Briefly explain:

VIII. Hy confidence in myself as a

science educator? • • .1

Briefly explain:

ERLC

153

As you reflect on last summer's experiences, what were the best aspects about
the workshop?

What were the worst aspects?

Are there aspects you would like to change?

Are there aspects you would liHc tc repeat (experience again)?

The n3Xt page contains an activity survey sheet* Please respond to the
following questions about your professional activities^ (Note: professional
activities are defined as activities out«^ide requirements of regular
position) •

1. Compared to a year ago, my overall activity level has

increased

decreased
remained about the same

2. My activity level is

about what I would like it to be

more than I would like it to be

less than I would like it to be

3. My activity level is influenced primarily by: (mark as mauy as relevant,
either as positive or negative influence)
pos. neg.

time to do professional functions outside my regular position

money

personal interestc/responsibilit ies

personal abilities

administrators/supervisor support

other ~ please explain:

PLEASE USE A SEPARATE PIECE OF PAPER FOR ANY ADDITIONAL COMMENTS, SUGGESTIONS,
ETC.

PLEASE FILL OUT THE ATTACHED ACTIVITY SURVEY SHEET.

O THANKS!!!!!!!!

"™" 154 3 -J 7

SURVEY SHEET
(since last summer or latest report)

NAME HONORS WORKSHOP ATTENDED

K Number of profesricnal meetings attended:

Organization (National, Regional, State, Local)

2. Number of workshops presented:

Topic Place # of Participants

3. Number of committees, task forces, and offices held:
(Please list)

4. Number of programs, activities, and curriculum models developed:

(Please list) Completed (yes /no)

5. Number of papers/articles submitted for publication:

(If accepted, please list title, journal, and date published)

6. Interactions with other Honors Worksh ?p participants:

Individual # of Contacts Tyoe

7. Input/interactions with scientists/engineers:

Name/Title Address Purpose

Thanks !

O 155 318

ERIC

APPENDIX V

SAMPLE COPIES OF HONORS WORKSHOP NEWSLETTER

156

HONORS WORKSHOP

NEWSLETTER
Focus on Excellence

VOL. I No. 1

March 1984

NSF SUPPORT FOR WORKSHOP SERIES FOR TEACHERS OF EXEMPLARY PROGRAMS

ERIC

Ob rabmtry 1, 19t4, cb« Itcctr froa Htr r«l««s«d
•v«r4iat • 3-7««r graac tc «v«r om alllioa 4olUrs co
•ttpport • workshop Mrl«s*am4 follov-«p •ecivicios for
McopcioMl ctmchors. Tbo olicikU coocboro v«r« choto
MoocUctd vith atU's tMrcb for Iscolloftc* is tcioseo
SdococioB (tm) progroa oBd cho ProtUoBCiol Avord
progrM olto •imixLUftf.i by VttJU Roorly 490 coocboro
•••ociocod vicb cbo 19t2 aad t3 ttSt progroas oad cbo
19t3 frotidoBcUl Avords progroa ore oliglblo for
porcicipodoB oad oro cao roelploacs of cbU firsc
a«v«l«cc«r •••oeUcod vith thm Xovo IRA loBors Workshop
profraa* Cach f—t •d4iticBBl coocbors of SUt progroas
cho frflsidtacial AvBxds roclpltncs will b« «dd«d co
cbo pool of oucocoadlag cooebors oliglblo for
p«rtieipocioa. 4

Tho groBC vill proirldo for crorol tnd subsiocoaco coses
oad 0 aodosc sclpoad ($190) for cbo porclciponcs
soloccod CO occoa4 oad »>arcicl7«co socivoly in oao of 0
sorios of fivo c«e*«t«k ?osdorsblp workshops. Tho fivo
cacogorios of workshops ia^'ludot

1) ScioBCO ia cho olsatacory school* K-^;

2) ScioBco ia cho aiddlo/jualor high school, 6-9;

3) Scloaco OS proporocloa for col logo oad coroors
ia scioaco oil lovols;

4) Scioaco for opplicocion ia doily living, oil

lOTI^lS)

9) Scioseo/cochaology/sociocy: 0 focus for cbo K*-
12 curriealua*

All rocipioBCs of chis aovsloccor oro iavicod co
coaploco cho opplicocioa fora oppoadod if i&coroscod ia
porcicipociag ia cho 1984 stmaor sosoioa. All oligiblo
porsoBs vill bo coasidorod for cbo focuro suaacrs os
voll if BOC soloecod for 1984, or if uaovoiloblo for
psrticipocior dariag cbo firsc soaaor*

MAJOR WORKSHOP GOALS

Tho VffHttTA loBoro Vorkshop sorios os coBduccod oc Tho
Uaivorsicy of Xovo iaelados 0 loag sorios of spocific
goo Is. lovovor, cbo aoia chrasc cob bo chor^ccorisod
briofly oad sueeiaccly. Thoy iacludo: 1) oa
opporcitaicy Co coscbors of osoaplory procroas co bo
rocogaitod forchor oad Co iacorocc vicb ochors of
siaiUr iacoroscs* aocivocioa , sad ocbiovoaoac; 2) sa
opporcitaicy co loora loodorsbip coccics ^osigood co
focilicoco iascraccioB ia vorksbops, coaforoacos, oad
iascicttcoo (oB occoapc oc gocciag cbo coocbiag aodols
sad aodol aocorials diosoainocod co ochtr schools snd
oaoag octtors cooebors); 3) oa opporcuaio to iaproiro,
•tpaad, oa4 polioh olroody osoapUry aocorials for cbo
cooehor sad schools Uvolvod ia 0 givoa vorkshop «nd for
dissaaiaaciea of fores; 4) « aosno of proaociag disloguo,
O BttaaieocioB, coBCiauod ovolucioa of idoos oad
ifoosioaal grovcb; 9) • aocboaisa for odvoaciag
licloBOy dokirthlo aov diroecioaot goaorol coocbiag
i Mfvicatav pffaccicoo.

Noay cooebors of StSt progroas hovo olroody bocoao
ocquoiacod oad iavoUod vicb ochors chrough HSTA
coavoacioao, ovord occivicios, cbo Xovo Cunriculua Up-
doco Coaforoaco, oad cbo HSTA Pocos oa txcolloaco
aoBOgroph sorios. Tho Hoaors Vorkshop vill bo oiaod
covord aokiag soch ocquoiacoac* oad profosoioool
coaamieocioa doopor sad aoro offoccivo* Tho oia is Co
offset, school scioaco chrough groocor publicicy,
coaaoaicocioa, uso of aodols of oucscoadiag aocorials
•ad praccicos.

WORKSHOP STAPP

Tho Workshop Sorios io diroccod by ftoborc I. Togor,
tociriag frosidoBC of WfIA, origioscor of cbo Soorch for
ExcolloBCO ia ScioBco lUacacioa progroa, sad loog-^iao
coordiaacor of cbo Scioaco Kducocioa Coacor oc cbo
ItaiTorsicy of Xovo* Togor's hsckgrouad 00 0 binlo^isc,
0 scioaco cooehor, oa odaiaiscrocor, « curriculua
doTolopor (iaploaoacor, rosoorcbor, oad diroccor of
aaaorotts 187 ond ochor ia*«orvico progroas for cooehor)
aako hia uaiquoly quolifiod co hood chis aov NSF
projocc.

tforkiag vicb Tog«r on 0 nosr fulWciao bosis is tonsXd
J. SoBBScoccor, vbo vill coordiaoco oil oopoecs of cbo
prograa. Bonascoccor has 0 rich coocbiag osporioact oc
cbo socoadory school oad collogo lovols. Xa oddicioo,
bo vos rospoasiblo for cbo scudy of cbo cooebors of
oaoaplory progroas oad boaco kaovs aoro obouc cbo
vorkshop porcicipoaCo os iadividuals thaa aayooo olso.
Soaascoccor hoo olso booa occivo vicb ia-sorvico
occivicioo, toocbor oducocioa, rosoorcb projoccs, oad
•aviroaaoacal odacacioa.

Ochor full'Ciao scoff aoabors iacludo 0 socrocory,
Coaaio Harvard, cvo gradnaca assiacaacs, aad vork/acudy
aaaiacanca. fuCura aavaXaccara vill iacluda aoro
iaforaacioa coacoraiag choaa aaaaacial aeaff aaabara aa
voll aa roguUr Coacor acaff vho vill provida iapuc aad
aaaiscaaea aad a cadra of tcioaciaca aad oaginaara vho
havo ogrood co parcicipaca aad co ovoluoco vritcoa
prodttcco.

Itariag cho 1984 auaaar aaaaioa, Scioaco Educacioa acaff
aaabar fiacaac L. Luaacca vill aaaiac vicb aoao
loodorahip acciviciaa aa a ayacial coaaulcaac. Ba vill
baad vaakly aaaaioaa aad vork vicb aocioty of f icora.
Oaa of hia priaary fuaccioaa vill bo eo focilicoco acaff
aad participaac iapuc iaco aa or^ .jkxacioa of a Thiak*-
Thaak chac ia ia cha plaaaiag acagoa.

lacb of cbo Of vorkahopa aoacioaod obovo oad doocribod
ia aoro docoil bolov vill bo boodod by 0 aciaaca
tdoeacor vicb oaoiataaca froa oao co fivo acioaciact aad
aagiaaara/coaauaicy loodoro. for 1984, oil of cbo
oaaociocod acaff aaabara vill ba drava froa cbo
Uaiiroroicy of Xovo. lovovor, ia fuCuro auaaara chay
vill ba dravB froa cbo hoac iaacicucioaa-«>rapraaaacad by
cha iaacicucioaa for cbo fivo vorkabopo.

310

Th« •Umtmctry vorktbof will b« b««4«4 by Al«a J.
NcCorMtekt Oiiivmity of Vyoaiac. NeCorMek bM bM
tcciv* la RITA, ••rr«t «• tdicor of ■AIT't AaorletB
tiology Toocbor, it patCfTotidoac of CC9I, «ad boodt
tha •ciaaeo aad sacbaaaclcs coacbiag encar at tfyeaiac*
la baa baaa acciva U rataarcb, U^tarrlea afforct
cbrottgbaac cba aad it a poyalar ty aaktr/laecurtr
ac a variacy of profataioaal saaciaf

Tha aiddla/jaiiior bisb •cbool vorfcaboy will ba baadad by
Villit larak, OaiTaraity of Arisa«a« lerak baa baaa aa
acciva rasaarebar, 'vricar» ctacbar adacacort aad ia-
•arviea laadar. la baa Umght ac all lavala alaaaatary
tbroagb C9llata» aad baa tyacial iacaratss la earricalas
rariaiam m4 caacbiag •csacaflas.

Tba applieaciaas varksbap vill ba baadad by tobarc C.
froak, rioriia TachMlogical Vaivarsicy. froak it a
caacbsr* aa aeciva rasaarcbar, fra^aaac coatalcaac ia
•cboolst aad a coacribacor co cba aacioaal aovas for
laaniat sciaaea cbroacb caabaalofy.

Tba eolla$a praparacioa/aa(iaairiaf varksbop vill ba
baadad by Ooaald V. laapbrays* Taapla Vaivarticy.
Ia«f brayt bas ba4 a rick caackiat baaktrova4 vkaa ba vaa
boaerad aa aa o«tataa4iat aaaaadaxy caaabac; ba baa baaa
acciva ia Xadiaaa aad Faaasylvaaia as a caacbar
adacacor* raaaarcbart carriealaa davalopar* aad
aafimaariaf adacacor.

Tba t/T/t vorkakop vill ba baadad by Joba t. Faaick,
Vaivaraicy of Xava. Faaick bas b«aa acciva as oaa of
cba priaaifal iairascit<Mr asaaaiacas vick XovaHmtOt
a caacbar aduaaCioa profraa sapparcad by MP for a 10-
yaar pariad« la baa baaa iavalva^ vick tavaral aaciaaal
ia^ootviea prograaa aad ba adics cba ilTA ZflfiU fl&
**ri"^!Tt MTiaa* la baa baaa iaciaacaly isvaWad vitk
cka avalacioa af cka aacira Sttt eoacapC. la baa
vriccaa tkmu aad rasaareka^ cba S/T/t pbaaaaaaoa. lia
vork vick cba S/T/t varkskop vill ba asad as a aodal
dariag 1914 ca sac cka pa^cara* cka coaa» aad cba
diraccioa far cka cacira sarias.

racara aavslaccars vill carry parsoaal aoitas oa scaff
aaabars aa a ragvlor fsacura. Afcar all» va ara all
aasious co gac co kaav sack ocbar baccar aa va prapara
Co vork vick sad ladra froa oaa saackur.

BARTON, THE NSF PROGRAM MANAGER

Alfc lartoa* loac ciaa scaff aaabar ia sciaaea taveacioB
tc Stff is cba scaff liaisoa for cba projacn tarcoa
vill follov cba projacc via cba aavslaccar* psriodic
raports* tad parsoaal coafaraecas vicb cba diraccor aad
coordiaacor. la adiicioa, ba vill rscaiva pariodic
faadback froa parcicipaac saaplas. tarcon plaas co
parcicipaca savaral days dariag cva or aora of cba
vorkakaps sckadalad far cbis saaaar.

WORKSHOP DEFINITION

OorUg 1914* all vorkskaps associacad vick cka graac
will ba bald oa cba caapaa of cba Vaivarsicy af lova
Sciaacs tdacacioa Caacar. Tba varksbops iaclada cba
basic fiva vbicb vill ba rapaacad dariag faCarc soaaars
vicb diffaraac part<^i|^aacs aad, vicb cka ascspcioa of
i/T/S oa ockar caapusaa« Tka fiva basic cacagorias aad
facara sicas bayaad 19S4 tra 1) aUaaacary sciaaea
(Vyoaiag); 2) aiddla/jaaiar bigb sciaaea (Arisoaa); 3)
applicacioa of sciaaea (riorida); 4) collaga/
profatsioaal praparaciaa (PaaasyUaaia; tad S) S/T/S
(lova). for 1914, a syacial laadarsbip coafartaca vill
ba bald for vorksbap scaff tad officers aad scaff
AsaocUcad vitb cba aajor sciaaea aducaciaa profassioaal
saciacias. Special satsioas vill also ba bald co
4a«alop s plaa for a ckiak*taak prograa coacaraed jick
cka facara of sciaaea adacecioa. Associeced vick all
cba aecivicUs vill ba cba cradicioaal love Curricalua
Op-Daca Caafareace far saparvijars, key caacbars, aad
seiaace adacecioa leeders. feeb of cbose eigbc
vorksbaps vill be described ia aara deuil.

ELEMENTARY SCIENCE

Tbia vatfcsbop vill earoU 30 csacbers froa cbe SUt
progreas. The focas vill be upoa cbe aacore of cba
carrxcale, iascmccioaal cecbaiqoes eaployad. aad

'«ticipeacs vill prspare
•^bop kics (for asa ia preseacacioas); ckey vill vork
es perc of ceeas co develop aora gsaaric tad aora
creasporceble carricolo<*« aodels cbea aay of cbe
oMvylary prograas aay have •iaglv.

MIDDLE/JUNIOR HIGH

Tbis vorkskop vill be aacb like cbec described ab. 7e
escepc ic vill foe s oa cbe eerly adolesceac, Caa
differeac probleas of carriealaa aad ceacbiag ac cbis
level, omd cbe aora diverse aacare of cbe essaplery
prograaa.

APPLICATIONS/TECHNOLOGY

TbU »«cksbap vill focaa apoa veys of defUiag scieaca
aora broadly so cbec aora scadeacs (aad persoas ia
gtaaral) caa leara sciaaea ckoagk ceckaology. Xc vill
deel vick eke evideace ckec ceckaology is aora
aaaaiagfal, aora ralavaac, aad aora aociveciag cbaa cbe
iieas/coacapce of cka cradirioaal discipliaas for aosc
scadeaca* Tka focaa sad prsduccs vill be siailar co cba
pravioaa varkskapa. levavar, cka priaary focos vill ba
apo« cka aaaaiag of sciaace/cacbaalogy aad cka velae of
e priaary orgaaiaar sack as eciaacs appllcacioas.

COLLEGE/PROFESSIONAL PREP/INQUIRY

This vorkskop vill focas apoa aodal progreas aad
epproeckes for eke scieace proae— ckose iaceresced iu
Cbe aajor idees, edveaees, omd procedares of cbe besic
seiaace. Ic vill eaaaiae cbe aeesareaaac of saccsss aad
aalciple vays of providiag aaaaiagfal sa^eaces for such
speciel ecadaacs. Tba prograa via be desigaed co
" ill* ^^'^ ®' -prapererioa*' as vsll as

specific veys of evalaaciag successes of such efforcs.

SCIENCE/TECHNOLOGY/SOCIETY

The vorksbop vill focus opoa 8/T/8 es « rseliscic,
cescad, approprUce otgaaiser for K-12 scieaca for all
sCtt^aacs. Ic vill eapbasisa cbe verious defiaiciou.- aad
exaaples of S/t/S vicbia cbe SUt ceacer aad vicbia cbs
vbole iascmccioaal ersae. The vorksbop vill bs
respoadiag co cbe call for a aev def iaicioo for school
scieace vbile providiag a vey of aseciog cbs HStA
aeaifesco vbicb calls for required scisaea for s^ary
scudaac averr day of every ecbool year.

LEADERSHIP DEVELOPMENT

The vorksbop vill be desigatd co hr.ip cbe vorksbop sceff
ceaas vork eoopsrecively co aeec coaaoa goals, tc vill
also be used co assise offiee/s ead scaff of various
seiaace ceacbiag eoeiscUs co -buy iaco** cba Search for
Ixcalleaee efforc, cbs vorl.sbop produces, aad cbs
expert iae of cba ceaebar parti -tipaacs iavolvad vicb cbe
reguler series.

THINK-TANK IN SCI.^NCE EDUCATION

This speciel vorksbop vill iavo\ve vorksbop tceff
aeabers («ad parcieipaact ia cbs vorksbop as souadiag
boards} as s aeaas is sougbc co ssceblUb firsc chiak*
ceak/fttcurisc group ia scieace sauceci-^i. feul
Ireadvsia aocsd seiaace edueecor, sucker, rv^^sarckar.
ieecurer, aad leeder, vill be keediag ckis *fforc ia
eooperecioa vick cks eeacral scaff*

ERIC

158

311

ACADEMIC YEAR ACTIVITIES

Out %Q9l i« CO ditaoalnoco aoro iaforvocioa tboaC
tstaplary progrM* co ft sort c««cb«r« trnd I««d«r« fro»
ittch prognat UrroWtd workobop l««d«rt, conftrtnco
ipMk«r«, «a4 cowtncioa proMSCoro. Vt vill bo auioao
Co proaoca cbo aoo «m4 isvoWoaonc of cbo portielpoaco
la cho 1984 loaoro Workshop coaforonco*

Wo hopo CO ors«aiso opociol toc^cogocboro la coajuaccioa
vicb rotioaal tad aacioaal aoocias** Vo vill koop cbo
aavoloccor la aocioa; bopofally, ic will bocoao oa
iaporcoaC coaaaaieocioa liak for oil oooociocod ' ich
Site 9mA cbo vorkobup oorioo.

Vo vill bo OBcoarofiag pablicocioa oo voll oo favcbor
doTolopaoac of cbo carrieulua aodoloo, oopocially cbooo
prodacod froa aoro cbaa oao SUC pro$roa.

Vo bopo CO bolp vicb JDU briofo vicb cbo 070 co oa
ttabrol?.j m propoool no ptoaoco ovoa aoro occoacioa,
lacorooc, aad oxciSaoac ia cbo oxoapUry prograat tolocCr«U
Mrcicipoaco vill bo oacoarofod co locol oupporc
for loodorobip oceiTicioo. ObTioaoly cbio bao fiaaacial
oblitocioaa for local ocboolo; vo ospoec co bolp proacco
cb« volao^ aood, oad dooirobilicy for oil is baviaf
roloaaod ciao aai otkor osproooioaa of loeal tapport.

cuhricula display center

Jaoc 00 0 aov roocaro of MttA coavoacioao vill bo
iMttdcablo OUeaooioaa for oacb earroac focal oroa of
SUB aad 0 coaciaaiag carricalaai diopUy ia cbo Cabibic
■all, vo bopo cbac oar carricalocoriaa ia oar ocioaco
odueocioa coacor coa bocoaoo 0 ropooicory for cbo
aocioaol aodolo vbieb rooalc froa $t$t. All progroao
(oad cooeboro of Cboa) oro cborrby iavicod co ooad
ooaplo aocoriolo aad oaggoocioao for dioployiag cboa.
Wo bopo CO bavo aa iaproooivo diaploy prior co Joao. Ia
oddlCloa, ploooo ooad aay occioa pbocoo of ocudoac
occiTicioo or ocbor aocoriol cbac could bo uood for
carrieaUcoriaa ballocia board ditpUyo. Wo bavo oovoa
Un« vtll orooo jaoc voiciag for your progroa aacorial.

Of cooroo, vo oro oapocciag oil porticipaaco co briag ia
aoro oxoaploo cb#c vill bo 00c up oad doocribod 00 ^
pore of cbo firoc doy for oocb vorkobop. Tbooo
macoriali vill bo utod for diacaooioa, aodoliag, furtbor
doTolopaoaC, porco of cooport**.vo aodoloo oad uood ia
vorkobop proctdaroo.

Toa oro imrictd co toad ^ prior co Juao.

Za oddicioa, cbiak poo > yoar i&TolvoaonC ia

oao of cbo vorkohopo. «ta illuocrocioa of your

aacioaal oxoaplory progr<^ . Uovolopod for oacouroging
ocboro Co aoTO la oiailar dir«ccioaa7

VIRGIN ISLANDS SUMMER GET-AWAY
FOR EXEMPLARS

flaaa for cbo I9M Saaaor frogroa oro cakiag aUpo. Vo
olroody bavo porcicipoact froa tbo for coraoro of cbo
couacry vicb Alooko oad fiorido bocb roproooacod. Ia
o44lcioa, corroac oirforo rocoo bavo ollovod cbo progroa
-ooc to bo roducod $147.00. Vo oro bopoful cboc cbo
aajoricy of cbo roaaiaiag opoairgo vill bo fillod vicb
roproooacocivoo of oxoaplory progroaa tooe ofcor cbo
loocoa H8TA Coavoacioa. Xf you or oar of your
colUoguoe oro Ucoroocod la joiaiog uo, plo*. > col' or
vrico tooa.

Virgia Xolaadt Si
336 Vaa Alloa
Itaivoroicy of Iowa
Zova Cicy, U 32242

JOIN THE POCOS ON EXCELLENCE

SL.'t " it.i''^'"*^^''" concerning Honors Vfork.hcp,

r CcC*Avoy

Pboao: 3 * '153-7066

^ 'on Workshop

Xanct Soucation Canter
The Oniveraity of lowa
lona City^ Iowa 52242

or calls

(319) 353-7066

DIRECTOR Robert E. Yager
EDITOR Ronald J. Bonnstetter

159

312

NSSA-IOWA CORRICOLOM OP-DATE

Th« worlMhop it <a tsttuiom of cb« RSSA coBftrtact chac
U off«rt4 • mMzu of rts««tl for scitaco odttcaciott
l«44ors* Huy of th» staff froa ocbor workshops will bo
i.'olTSd; cbo cbsao for 1984 will bo Focos oa
^ar.cllsaco. Tho HITA aoaogropb sorios sad cbs 80 S8SE
pr n aat will provido a focos. Thsro is a eoaforsaco
tsf, ualika ocbor prograas la cbis soriss* oiaes it is
aoc sopporcsd by Vir. Zc is bopod, bovovor, chac ^f
crsval sapporc tad sabsiscsaco is providod for oao or
tvc caaebars ia a givoa coacor cbac ocbars frea cba saao
scbool coald si so bo iAvoWod ia 9p-Daco vicb scbool
sad/or porsoaal sabsidy* Driviag (lascsad of flyiag)
snd cooporacivs plaaaiag caa rssalc ia aors csscbsrs
boiag ittirolvad diraccly for s givaa svMor.

WORKSHOP PRODUCTS

Msay "produces'* of sscb vorksbop sro likoly; porbsps
soas srs aoc svoa sacicipacod sc cbis poiac. lovovor.
tbs oass dsscribo4 ia cba iaicial m propo^sl iaelodo
cbo folloviag:

A Qovsloccsr (of vbicb cbis is cbo fir^,
sccoapc by cbo scaff) for coaaoaicscioa
bocvooa vorksbop scsff sad parcicipsacs sad
profsssioaal loadtrs sad saoag sll froups sad
iadividaals ia oacb csctgory*

Carricalaa aodalos aors polisbod sad vicb
idaaa froa aalciplo progrsaa so chac choy caa
b« dissaaiaacad aoro rssdily co ocbar schools.

Workshop, coafsroaco, coavsacioa plsas/
focaras Chac oach participate is rswiy co us.
ioci^s*. "•^"•l* aitioas!

«~«wia« conroacions.
«of...!!!V' 5<»»'«"c.T: sad Oct.;
profsssioasl aoocxags vbtra cba participaacs

uttlrl^! .nd7o"

Posicioa scscoaoacs dasigaod co sffscc

Jl!ihi?/*?"'w'""^' officials, ochsr
coscbors. coscbar oducscors, sad ocbor

S"a!li^"'"?.^? dafiaicioaa of «csllsncs
tad ataiitd coadicioas for schiaviag ic.

Iv/wi!! da^alopasac.
ovsluacioB, coaaaaxcscioa/dialojuos.

l..d.!!K/^' "gxaooriag. .ad coaaunity
losdarsbip xa aaaaplsry aciaacs oducscioa.

«a[«r?. "d «P.rcis. will b.

ttctitxad ss rssourcas. Tha workshops will si

SCHEDULE PRIOR TO JUNE

tir/^^i"***/"^^"^^^ " aswelstcsr, tha

aotif icstxoB of tho grsat srriwad st cba bagiaaiag of
rsbrusry. Most of fsbraary «ss spaat ia astsblishiag
tha coatral staff, offics fscilitias, tad dawalopina •
lllllVi rssultsd ia s tsaTs^wa

•ehadala for sll sawaa worksbopa dsscribad sbowa.
•rrsagittg progrsa stsff coasistiag of owor 75 psopla.
srrsagiag for •cisntisc/aagiaaar rswiaw psaal of
aasUy 100 parsoas. prapsriag applicanc ascsrials.
aailxag aaws ralossos sad ssadiag asaorsads Co S2SE
ItlrSI^ losd.rs, prspsriag s ascioaal

breclmra. aad laiciaciag cbis aavsUccar.

Wo sro aow roady to proesss applicatioas aad to fiaaliaa
sll plsas for tha busy saaaar scbadals. Va sxpsct to

JS1*«Va*"*' Awards racipi«ts st

tha H8TA aootiags ia Boatoa ss wall ss aora tbaa 60
tascbars sad Issdars sssocUtad with tha 30 sxsaplsrr

la sdditiom to tha Awards Caraaoay. s spacial syopos^
li plaaaad, sswaral rscsptioas, sad thras rouadtsbls
ssssloas--oaa for sscb focus sras for tha 1983 starch.
in odditioa. wa sra plassad to note tbst st Issst 50
tsschsrs sad laadars sssocUtsd with uha 1982 SSSS
prograas will ba ia Bostoa. Va hopa to snswtr
qasstioaa, to aaat with workshop spplietatt tad woald-ha
• PPlicsats, to distributa aora oppUcatioa sod
'^^I* "d CO proTidt .ora up-co-daca

plaaaiag chaa is aaacioaod U cba Ntwslttcsr.

Applicscioas «ill ba procsssad by Msy 1 wich iaicial
salactioaa aada. Va will solace 30 caaehara for asch of
cba fiwa laadarship prograas dasigaod for Prasidaacial
Awsrds tad 9SSt csschsrs. Va will aacouraga othsrs Co
bo iavolwad (wich psrcial sxpaasas proirid^d by cba
iadividasl or cbo rsspocciiro scaools) for cba Up-Dstw
ceafsraaca aad/or cba Thiak-Ttak plaaaiag coafaroaea.

Va azpacc Co coaploca taothar Hawslaccsr prior co May 1,
tad taochar jasc prior co cbo firsc workshop schadulod
for Jaao 10. Thara will ba ao othor aawslaccars uacil
cba bagiaaiag of cba 1984 scadaaic yasr ia Saptaabsr.

DAILY FORMAT

Each workshop is plsraod for s foil 14 days. Tha days
will ba plaaaad fally wich schadolad ciaas for
iadividoal psrticiptacs ss wall ss groups co work oa cba
workshop kics. "hybrid" carricalaa aodulas. positioa
papars, sad ocbar workshop produces. Va know chat cha
csachars of assaplary prograas srs workaholics tad chaC
thay would ba disappoiacod if chsra wars ooc "coo ouch
to do— sc Isssc to do it sll.*

Kosc days will scsrc wich s total group sassioa wbaa
soao aacioaal lasdar will aaka s prasaacscioa tad hsad t
discusvioa. This will usually ba followad wich s
syaposiua iawoWiag chrsa or four ocbar parsqAs-'Soaa
psrcicipsacs. Thara will ba profossiooal orgtaiaacioa
raprasaacscivasi ofcto ia chtrga of ssssioas tad discus-
sioaa or soloccod copies/issuss. Sciaaciscs/ aagiaoars
will bo sskod co rsscc co aav dirsccioas. to icsas
prssoacad co spacific ascarisls. Thars vill ba work*
shops scbadulad— ususlly for 1 1/2 to 2 1/2 hours—
dasliag wich problaa-soUiag. casa buildiag. scrsss.
sciaulsciag chtags. ftcb dsy will iacluda chrsa gaaaral
sassioas, oaa crsiaiag workthop, s block of cias for
iadividuals tad group curriculua work, rsscc tac psasls.
or s spacial syaposiua tsriss. Thars will ba brasks for
coffaa itt cbs soraiag sad sfcsraooa. Luacbas sad
diaaar will gaaarslly ba tarrad in cba doraicory
•V 1 Although toaa STsaiags will ba opaa for

ladlTidual work, cbsrs vill ba frsqutac svtaiag lacturss
aad/or syaposis ss wall.

U atntioasd iaitislly, ws srs pltnciag t ftJlX two-waak
scbtdula with 14 ruiX days I

ERIC

160.

313

IOWA HONORS WORKSHOP FOR SESE TEACHERS
Application Form

Social Security Number^

Address :

Home_

City State zip

School

Position:
Telephone

Home Office

Previous registration at University of Iowa

7es No

Highest Degree^ Month & Year Awarded

Name of Institution

City State

ACCOMMODATION NEEDS:

NSF funds will support cost of one-half of a double room and all board for
two weeks or the equivalent. If double room in dormitory is checked, NSF
funds will be used to cover the expenses directly. In all other cases,
costs above $75.00 per week must be provided by participant selected.
Some persons may be invited if willing to provide for their own
subsistence cost.

Dormitory

Double (Board & Room Payed)

(Name of roommate preference )

Single (Board & Room $232.00 Per Person)

We can not guarantee air-conditioned dorm rooms. If a need exists, please
make a note on this application.

Iowa House (on-campus hotel)

Private ($35.50/Day) Double ($?1.00 each/Day)

I would like information on other genf ral facilities

Hotel Camping Apartments

FRIT" ^ would consider attending without NSF support for subsistence.

Bsaentially the 1984 offerings include five separate workshops
available during three time periods* These include:

June 10*-23

Leadership development (for workshop staff & association officials)

1) Science/technology/society

June 17-23

curriculum up--date conference ($125*00 fee)

June 24^ July 7

2) Science in

3) Science in middle/junior high
July 8-21

4) Applications for science living

5) Science for college preparation

Indicate by number
your first three
preferences in
order*

(1 « 1st choice)

Name of administrator approving and encouraging your involvement
Title

Has this person approved your participation in conventions, workshops,

and other leadership activities during the 1984-85 academic year?

Tes No

On separate pages please respond to the following:

1) Briefly describe the exemplary program you teach and/or supervise.
Indicate the nature of both the curriculum and instruction in the
last five years.

2) What is the most creative thing you have done in your teaching in
the last five years?

3) Why do you ^ant tc enroll for the workshop this summer?

4) How do you anticipate using the workshop experiences nert year and
beyond?

ERIC

162

315

Thursday. April 5,
10:00 a.m.-3:00 p.a«
2:00 p.m.

4:00 p.m.

6:00 p.m.
6:30 p.m.

9:00 p.m.

Friday. April 6
1:00-2:15 p.m.

2:30-4:00 p.m.

Saturday. April X
1:00-2:15 p.m.

Sunday, April 8^
9:00-10:20 a.m.

SPECIAL SESE SCHEDULE INCLUDES:

Meetings of SESE Standing Committee.

Set up materialo in Exhibit Area (Special
SESE section of Curriculum Materials Center)*

Reception for 1983 SESE Program Contacts;
Teachers from the 30 programs and contacts for
the 1982 programs are invited as veil.

Meet to rehearse arrangements for Award Ceremony.

Awards Ceremony (opening session and general
NSTA awards).

Conversation and Planning. NSF Workshop/
Materials Development Plans; establish other
meeting times and places during the convention.

First SESE Roundtable Session involving 10
exemplars from science in non-school settings..

SESE Symposium (national leaders summarize
findings; locus on future) 1982 & 1983
Exemplars invited and may interact after series
of presentations.

Second SESE Roundtable Session involving 10
physics exemplars.

Third SESE Roundtable Session involving 10
middle/ junior high science exemplars.

All SESE teachers are invited to participate in all SESE events; all should
asist with roundtable discussions and explanations of Curriculum Materials
Center as schedules will permit.

Roundtable Sessions will be informed with representatives for each exemplary
program in focus at a table with materials and information on what they do, how
taey do it, and what is needed to start and to maintain such a program. Some
will want to provide handout materials. The room will accommodate 60 persons;
however,^ there is virtually no way to predict the popularity of the sessions.
We haven't done it before!

ERIC

163

316

HONORS MORKSHOP
NEIAISL ETTER

Focus on Excellence

VOL. 1

no. 5

uOVEIBER 1984

HELLO FROM JOAN

I already knew ^-^^ore I started working as Project Coordinator for the Honors
Uorkshop that I had u^^sised all the stinulation, fun, confusion, and hard work of
last suncier. I have seen a few photographs and they have give me soue visual
insights.

I aa personally looking forward to following, up on all your efforts of iasc
suramer and plan to provide some feedback to you of the catalytic function
(positive, of course) of the program. Please note our continuing; request fcr
information and examples of products. Ilany of you have already respondeu. Me
have also included in this newsletter an update information sheeet. I personally
know how busy classroom teaching is, but we would like every participant from last
summer to find the few minutes tliat its comp letion wi 1 1 need.

Since I am new to the Honors Uorkshop effort, your candid comments,
impressions, react ions wou Id be mos t we Icomed. Please write or call (319;
353-7066). We are looking forward to next summer's workshops (see the enclosed
schedule)^ Please look for me at meetings, conferences, etc. Come up and
introduce yourself so I may begin to get to know you. Beside, I need more than
photos to fill me in on last summer!

A NOTE FROM BRAD SCHOON

Thank you for the materials that have come in thus far. Some of you have
expressed confusion as to what kind of "hands-on" activity I'd like you to send
me for display in our newly remodelled curricu latorium.

Specifically, we need activities for all grade levels, K-12. The size of our
display areas are restricted to the following measuresments:

a) For a flat display: 2-3 feet wide, 2.5 feet deep, 1 foot high

b) For a taller dif.play: 2-3 feet wide, 1.5 feet deep, 2 foot high
These activities should be eye catching and attractive in order to highlight/

show-off your program; an activity that someone will be drawn to and interested in
enough to say, "Hey, this is good! I want to see more of what he/she dees!"

We will purchase any relatively inexpensive materials needed for the activity,
if they are too bulky to send by mail. Just send rae a list of materials needed
and a description of how to set up the activity.

I will be anxiously awaiting your response.

ERLC

164

317

1935 HONORS WORICSKOP DATES

The 1985 offerings include five separate workshops available during four tiue
periods in five geographical locations:

July 7<-20 1) Applications of Science Living

Florida Institute of Technology, Melbourne

July 14-27 2) Science for Gifted and Talented

Temple Universiwy, Philadelphia

July 14-27 3) Science for Middle/Junior High

^ University Arizona, Tucson

July 21-Aug 3 4) Science for Technology & Society

University of Iowa, Iowa City

August 4-17 5) Science for K/6

University of Wyoming, Laramie

Other Self-Supporting Experience

June 12-19 1) Think-tank in science education ($75 fee)

University of Iowa, Iowa City

2) Curriculun up-date conferences ($125 fee) .
June 19-26 a. Exeter, New Hampshire

July 14-19 b. Denver, Colorado

July 8-13 c, Iowa City, Iowa

leadership/coordinator: meeting

During the week of January 7, a series of meetings will be held in New Orleans
to coordinate future plans for the Honors Workshops. One day will be spent with
the Workshop staff and coordinators consolidating dates and agends for various
workshops for the summer of 1985. During a second day members of the NSTA SESE
Steering Committee will meet to establish a framework for future searches and the
Focus on Excellence monograph series. Two days will be spent with representatives
of state SESE Chairs and CS** (Council of State Science Supervisors) coordinating
and didcusising plans for specific use of outstanding teachers and their exempalry
programs in their repspective states and ways of improving the general operation
of state searches for excellence in science education.

ERLC

318

165

1985 HONORS WORKSHOP GOALS

Following is a list of planned outcomes for 150 teacher participants who will
be enrolled for the five summer workshops and the follov/-*up activities planned
during the 1985-86 academic year. Alongside each is an indication of timeline ana
the means for determining whether or not the particular outcome is attained*

1. A roster of teacher participants
with abstracts of their respective
exemplary program and an indication
of their interest in workshop/
convention presentations and
special skills/expertise.

The production of such a roster
planned to include all teacher
participants in the 1985 series;
this roster will be distributed to
all persons associated with the 1984
Leadership Conference and all
officers of state science teacher
associations, state science
supervisors and other educational
leaders.

2« Use of teacher participants in
state 9 regional, and national
conventions.

3« Articles prepared by the teacher
participants which describe their
innovative programs for others*

4. Meetings with subgroups of the
teacher participants as well as
other evidence of continuing
interaction and support.

5. A workshop kit created by each
participant for use with other
teachers in workshops, staff
development programs, in-service
projects.

Information concerning conference/
convention programs will be
collected as a means of verifying
the professional involvement of the
teacher-participants.

The actual collection of articles
from each participant (at lease one
will be anticipated from each of the
150 participants). Attention will
be directed to the actual number
which are published prior to the end
of 1986.

Information concerning written and
in-person contacts amoug
participants will be collected and
recorded. Complete success would
result if every participant bad a
personal contact with at least two
other participants during the
following academic year.

The actual production of such a kit
will be noted and evaluated at the
close of the summer workshop.
Evidence of the use of the kit
during the following academic year
will illustrate further succasss
of the effort.

3VJ

166

6. New cethods for assessing curriculum The use of such instruments and the

successes. reports of their value will be

sought. Some of this information
will be used in an effort to get
more programs included in the NIE
National Diffusiou Network. It is
hoped that at least six new programs
can be approved with the use of such
assessment instruments.

7. Hybridized curriculum modules where
ideas and information from other
exemplary programs are added.

8. The direct involvement of practicing
scientists and engineers in the
further development of the exenq>lary
programs .

9. Nev cooperative research projects
designed to study and compare
exec^lary programs and their
comparative impact upon students.

10. Continued input » suggest ions i
involvement of scientists and
engineers in the schools ~ with
students ~ to demonstrate the
cooperative nature of the programs
and the specific input of
practicing scientists and engineers.

The collection of such new plans/
materials should illustrate cnan^es,
advances, improvements in the
programs that originated in a single
school vith one set of teachers. It
is hoped tliat every one of the
exemplary programs will show some
changes some growth before the
end of 1986.

Every teacher participant can
report on specific reaction and
input of at least two scientists/
engineers into the exemplary program
as it existed when initially
selected by NSTA^

Each teacher and school represented
will be a part of at least one
research/ evaluation effort growing
out of the workshop experience.

A record of the specific input will
be maintainedi tabulated, and
reported. It is hoped that L^uch
input can be illustrated with
respect to each program*

The main objective is to recognize excellent teaching and programs« In
addition, we expect the programs to develop and inq>rove even more with input from
the scientific community and other excellent teachers Irom other exemplary
programs. Teachers associated with such programs should be prepared to write
about their teaching and their paterials, to conduct workshops, and to make
presentations of conferences and conventions. Noting such involvement, i.e.,
articles describing the exemplary programs, workshops planned and conducted,
convention appearances, input of scientists, preparation and use of workshop kits,
will be evidence of success and impact with the Iowa Honors Workshop.

ERLC

320

167

SESE IN IIIlINEAPOr S

by John Penick

The NSTA Regional Meeting in Minneapolis provided many opportunities for
teachers £roa eseoplary programs to be recognized, to be heard, and to learn about
other exemplary programs.

Eight separate presentations by teachers in exenplary programs or SESE staff
niembers focused on the exetiq)lary programs themselves or generalizations drawn from
thenu V/e were particularly gratified by the high attendance at these sessions as
compared to many others. Several of them had more than 60 people in attendance.
And, equally as rewarding, interest in excellence seem to run hi^h as usual.

Although we heard many comments from teachers indicating they couldn^t ao wliat
people are doing in exemplary programs, it was hard for them t^ argue when, in
fact, it had been done. This is strong support in favor of curriculum revision
leading to outstanding school science programs.

Friday night saw a delightful reception hostea by SESE etaff in a suite most
graciously donated by NSTA President Alice Moses. Hore tlian 100 people satherea
to share the wine, cheese, and crackers along with fine conversation (limited, of
course, exclusively to discussion of the evolution of outstanding school
programs). Later, at the NSTA evening mixer, a few of the teachers from SESE
programs did get involved in more standard social endeavors.

But, not all was play in Minneapolis. Seven members of the HSTA SESE Steering
Cotaaittee met to formlate policy for f\:ture searches. At this productive meeting
it was decided that initial nomination information be reduced and that program
developers be asked to write no more than a page until tbiy have been selected as
exemplary.

We are also developing a handbook for state SESE chairs which wil 1 provide
more direction fjr state searches and make it easier for all involved.

Ue are still seeking permanent financial support for SESE as we feel it is a
very powerful and positive mechanism for identifying, recognizing, and stimulating
excellence in school science programs.

1984 WORKSHOP PARTICIPANTS

Use this newsletter as a vehicle to share what you are doing and x^hat you are
thinking with each other. Questions, comments, concerns could be part of an
ongoing dialogue. Send in items to Joan or Bob.

Once again, the entire Honors Workshop staff would like to express
appreciation to those of you who have responded to our letters and sent us
materials for display and other products developed from your involvement last
summer. We are in the process of responding to you individually. We know that
dedicated teachers like yourselves work long hours practicing your profession. We
believe that your past and present efforts to develop better curricula and to
share your ideas in workshops and at professional meetings are responsible for
many of the advances that have been made in the last few years and will lead to
even more is^rovements in the future!

Er|c 168 321

SroOlARY OF SESE STAIJDirG CCailTTEE IlEETIUG

October 19, 1984
I'linneapolis, Hinnesota

Seven menbers of the SESE Commit te met for two hours in Minneapolis during the
KSTA Area Convention. The followip^ persons were present: Bybee, Johnson,
Penick, Dowling, Hoses, Clark, Yager.

The first item dealt with the proposal that the initial information sought in
the states be greatly reduced — perhaps no more than a pa^e. The one or two
seeninj to meet the criteria the best — perhaps after visitations, telephone
contacts, visits with others familiar with the program ~ would be invited to meet
with the state chair — or others on the state selection comittee — for nelp in
preparing the extensive application needed for national consideration ana for the
Focus on Excellence monograph series. This concept of the search feature of SESE
was emphasized and reiterated as opposed to the contest feature envisionec by some
teachers/schools as well as some state chairs. The search feature was endorsed
again as well as the involvement of the state chairs and others in a given state
in preparing the application for national recognition; such applications x/ould be
"ours" for a given state.

The draft of the CS^ Handbook for state chairs was discussed. The need for
more direction with respect to the state searches and the estab lishnient of
criteria of excellence was discuased. The need for specific check points and a
calendar was emphasized. Dowling and Yager will work on a new draft for
circulation to the CS*^ Executive Board and the entire SESE Cornnittee.

A meeting of the committee, the CS^ leadership, and selected organizations was
announced. Such a meeting is being planned for New Orleans in January. This
meeting will be supported by NSF funds — from the lo\ia Honors Workshop. The
meeting will be a final attempt at closure oc^ criteria, search areas, the handbook
for state chairs, the schedule for Focus Monc£raphs, the search for permanent
financial support for SESE.

The prospectus for gaining SESE financial support was reviewed, discuased, end
endorsed.. Several suggestions for possible personal contacts were elaborated.

The forms for nomination/ app 1 ication of exemplary programs for nationa
recognition were reviewed and endorsed. Programs regarding communication and
schedules for 1984 were reviewed.

The group endorsed again the desirability of releasing the monographs at the
time of the national convention.

Some considerable time was spent discussing the functioning of the cocauittee
as an editorial review board. Problems with using the Special Publications review
board after selection and copy has been collected were noted.

Some discussion centered on new committee appointments, new committee chair,
and the future.

For more information on the NSF Honors Workshop contact:

Honors Workshop DIRECTOR Robert E. Yager

Science Education Center COORDINATOR Joan B. Tephly

The University of Iowa

tM> (319) 353-

169

322

COlfl'iEirrS FROM 1984 PA.RTICIPA1\TS
Sone evaluative comnents from last sucnner^'s workshops:

1. Wiat were your expectations for this workshop?

"to get updated about current trends in science"
*'to share exeinplary programs"
"to get revitalized"

2. UTiich of your expectations were met?

"all ay expectations were met"

"I wish I could have shared with Khe elementary o^oup"
needed instruction on creatively writinji articles for

publication"
"all and plus"

3. \Jhat were the best; aspects of the workshop?

"the people involved — • super group"
"ideas and hands-on activities"
"helpful attitude; quality of presentations"
"interaction with teachers and staff"

4. Iifhat were the worst aspects of this workshop?

"long hours"

"objectives not clearly stated"

"organization ~ more information should h ve been ciailed

stating what to bring and noC to brin^,"
time scheduling we needed more time to do our own
thing"

5. If you were describing this workshop to one of your peers » what

would you say in 25 words or less?
"wowt amazing!"

"a rare chance to come into contact with teachers who have

the same problems and some great solutions"
a whole bunch of great science teachers working and
learning together"

"a wond ;rfu 1 professional opportunity to update science
research and teaching methods and to learn from top
science education professionals and teachers of.
exemplary programs"

The above commments are taken from Willis Horak^s evaluation of the Science
in Middle/ Junior High Workshop •

er|c

170 ^"-^^

HONORS
UJOflKSHOP
N€UJSL€TT€R

VOL 2 NO 3

THE CINCINNATI CONVENTION

SESE was prominent at the NSTA National Convention, It was a time for
recognition of the new exemplars; it was a time for the SESE Committee to
meet*

The convention also provided an opportunity for Honors Workshop
participants to renew friendships and to continue dialogue* The new exemplary
programs were featured (the SESE Roundtabi? sessions), and materials from many
SESE programs were displayed*

All in all, 42 presenters were from SESE programs and the Honors Workshop
sessions. The question remains, would such programs have been on the program
without SESE and the Honors Workshop efforts??

Presentations at Cincinnati

Many past Honors Workshops participants were actively involved at
Cincinnati* These included:

Sharon Bartel
Donald Birdd
James Hodulus
Richard Brinckerhoff
Bonnie Brunkhorst
Herbert Brunkhorst
Michael Demchik
V. Carol Demchik
Joan Hall

Hope we didn't miss anyone!

Robert Levis
Mary McCurdy
Beverly McMillan
Kathleen H* Melander
Kathleen Ranvez
Robert Sigda
Kurt (Greg) Smith
Leonard Sparks
James Tomlin

Vo Icano Erupts in Cine innati

The Life Members' Breakfast was the place to be in Cincinnati, where
Donald Birdd cane dressed in an animated volcano costume ~ flowing lava and
all! We wish you could have been there to see it.

324

171

TWEHTY-FOUR MORE SESE PROGRAMS (AMD NEARLY 200 UORE TEACHERS)

Cincinnati resulted in personal meetings for the contact people of the 24
new exemplary programs in chemistry, earth science, and energy education which
were announced in October of 1984. Representatives from the eight schools in
each of the three categories were recognized at the award ceremony and
featured in one symposium. They also highlighted their programs at a Round-
table Session and displayeu saisple materials at an Open-bouse.

Several personal interactions were far more impressive than the written
materials. Nearly 200 teachers associated with the 24 programs are now
eligib.le for the 1985 workshops. In fact, they will be first choice
selections!

The 1985-86 SESE Searches

The NSTA SESE Standing Committee deliberated for a long while before
approving these new search categories for the 1985-86 effort. The new
searches are in the areas of:

1) K-12 S/T/S Revisited

2) K-12 Environmental Studies

3) Pre-Service Teacher Education Secondary

Task forces have been at work for over a year as criteria for excellence
have been established. The three task forces listed above were headed by:

STS: David Ost

California State College
9001 Stockdale Highway
Bakersf ield, CA 93309

E.S.: Jack Padalino

Pocono Environmental Education Center
Keystone Junior College
Box 268

Dingsman Ferry, PA 18328

P-S S: William C. Ritz

Science Education
California State University
Long Beach, CA 90840

DIRECTORY

A Directory of Uorkshop Presenters has been completed. We had some with
us in Cincinnati, where they were well received. Thanks to all the
contributors (who should have received copies by now). Any who have not,
should let us know. We are planning a second edition after this summer's
series of workshops. If you are not in the first edition and would like to
be included in the second edition, complete the worki^hop data fonn at the end
of this newsletter.

If anyone else can make use of this Directory in planning workshops/
inservice session for teachers, please let Joan know.

325

GORILLA TRACKS

^at*s in 1 Gorilla?^

"Gorilla" is the name given to our computer data file for the participant
activity update information.

Reports from chose of you who attended one of last summer^s workshops
indicate that among yourselves you have written 117 papers, of which 42 have
been published, and another 35 currently submitted; you have given 101
workshops (not including Cincinnati!); and over 70 of you have reported
curriculum development activity. We are impressedl Do you ever sleep?

Gorilla is Still Hungry

Gorilla is still looking for missing information. Have you sent in the
latest activity survey sheet (from the last newsletter)? If not, we have
enclosed another. (See end of newsletter).

You should also have received a brief survey form from Bob and Joan
asking you to share with us, after a full school year, the impact and
impressions of your two weeks last summer.

Gorilla's diet provides us with very important information which
demonstrates the extent to which major Honors Workshop goals are being met —
and the ability to impact science education in meaningful ways. LET'S KEEP
HIM FEDII

WHAT'S NEW

Field Test Sites for Life Labs

The Life Lab in Santa Cruz is working hard for the dissemination of their
ptograms through California schools. Legislation has already been introduced
to fund this dissemination through 1990. Ten schools have already been chosen
as field test sites:

School City or County

Dos Palos Merced

Happy Valley Shasta

Hickman Stanislaus

Henderson San Joaquin

Mark West/San Miguel Santa Rosa

Open School Los Angeles

Piru Ventura

Robert F. Kennedy San Jose

Rock Creek Auburn

Yick Wo San Francisco

32G

173

SmaffiR 1985 HONORS WOBKSEOPS

We have received trsnendous response for participation in our workshops
this summer^ How gratifying this has been, especially from such a well
qualified groupl However, the workshop coordinators and staff had a difficult
task reducing the expressed interest to the limited number of spaces supported
by our grant. A special thanks to all those who h«ve applied.

The workshops are nov all filled, and unfortuuai:?ly there was not enough
space for many excellent applicants. We hope these individuals will maintain
their enthusiasm and apply again next year*

1985 Workshop Products

A major goal of the Honors Workshop Program is to assist participating
teachers in the development of their leadership skills. They are then better
able to use their expertise to further improve the quality of science
education ranging from local to national impact. The following activities and
products are some of the desired outcomes:

1. Development of a "workshop kit.*^^ This ir . olves the identification of one
or more themes around which a workshop-type presentation can be formulated
and the establishment of the needed components for actual presentation.
Participants will be listed in the Honors Workshop A Direct orv of Workshop
Presenters which is distributed nationally.

2. Continued evolution of science education curriculum. This involvement
ranges from the continued growth in one's own classroom teaching to larger
scale projects.

3. Writing of articles about different aspects of science education for
publication through science education journals and/or Honors Workshop
publications.

4. Establishment of linkages with practicing engineers/scientists for the
valuable contribution they have to make to curriculum development and
career awareness*

5. Identification of research questions to pursue, and particular methods,
tools, and col laboration/support systems to use in pursuits

6. Innovative activities for use in Science Olympiad events.

ERLC

327

174

OTHER EXCITING CONFERENCES

The lova Ut>-Date Conference

An Iowa Curriculum Up-Date Conference has been held at the University of
Iowa each year since 1970. The Science Education Center has hosted 20 to ICO
participants in a national leaders meeting in which trends were identified and
considered, new materials assembled and assessed, centers of excellence
identified and studied*

The conferences held for the past seven years have been co-sponsored by
the National Science Supervisors Association. This year the new NSSA
president, Harold Pratt, Jefferson City Schools, Lakewood, Colorado, will be
on hand throughout the conference*

The major topics include:

Gerald Bailey, Kansas State University:

1) Establishing Subject Goals in Relation to School Goals

2) Science Curriculum Design for Change

3) Developing a K-12 Articulated Science Curriculun

4) Constructing Curriculum Guides Teachers Will Use

3) Creating Competencies for Criterion Reference Tests

4) Building Instructional Objectives and Evaluating the Curriculum

Robert K. James, Texas A & M University and Harold Pratt:

1) Overview of the Concerns Based Adoption Model

2) Defining and Measuring Science Teachers' Concerns

3) Using Concerns to Monitor and Manage ^Implementation

4) Defining the Innovation: Innovation Configuration

5) "When You Get There"

6) Constructing Configuration Checklists and Monitoring Implementation

7) Building a Game Plan for Managing Implementation in Your District

George O'Heam, University of Wisconsin-Green Bay

1) Establishing an Evaluation Program for K-12 Science

2) Locating and Creating Appropriate Measures for Evaluation

3) Non-Test Techniques and Strategies

Walter S. Smith, University of Kansas
1} Career Awareness in K-12 Science

Materials from SESE programs will be featured in the curriculatorium.
Applications are still being processed. An application form is appetded.
The cost is $125 plus subsistence. The dates are July 28-August 3.

ERLC

175

328

The E:ceter II Conference

Thirty-five key secondary teachers will meet at the Phillips Exeter
Academy for a week long conference on June 16--23. Bob Ya^er is teaming with
Dick Brinckerhoff in co-hosting this event — five years after the first
Exeter Copference which was such an important force in reversing the declining
support for and interest in science education.

The Klingenstein Foundation and the Dreyfus Foundation are providing some
support for the conference and the production of the proceedings of the
deliberations. The 35 participants have not been selected. However, the
following staff participants and special consultants are set:

Glen S* Aikenhead, University of Saskatchewan
Charles R. Barman, Indiana University, Kokomo
Lloyd Barrow, University of Maine

Ronald J. Bonnstetter, University of Nebraska-Lincoln

Richard Brinckerhoff, Phillips Exeter Academy

Timothy Cooney, University of northern Iowa

Jon Harkness, Wausau Vest High School, Wausau, Wisconsin

Art Lebofsky, Clarkstown South High School, West Nysck, ITexz York

Robert Lewis, Hanby Junior High, Wilmington, Delaware

George O'Heam, Univeristy of Wisconsin-Green Bay

Arthur Powell, Comnission on Educational Issues

Harold Pratt, Jefferson County R-2 School District, Lakewood, Colorado

Rustua Roy, Pennyslvania State University

Bassam Z. Shakhashiri, NSF Science EduCcition Director

£iorris Shamos, Technican Corporation, New York

Carol Wilson, Dr. Mark T. Sheehan High School, Wallingford^ Connecticut
Robert E. Yager, University of Iowa

As this school year draws to a close (and my first s * t-tKon ths as
coordinator for the Honors Workshop Program), I must pass on to you how
iuipressed I bave been been in meeting, reading about, and "activity-tracking"
so many of you. You represent what makes education work: reco^nitior and
respect for your students as individuals; enthusiasm for your curricular
area/s; and a general love for learning. Fortunately, I met many of you in
Cincinnati; unfortunately, there were many more I didn't get to meet. I'l 1
keep trying. Have a refreshing summer!

UOTE FROM JOiUJ

For More Information on the NSF Honors Workshop Contact :

Honors Workshop
Science Education Center
The University of Iowa
Icwa City, lA 52242
(319) 353-7066

DIRECTOR Robert E. Yager
COORDIIvATOR Joan E. Tephly
ASST. EDITOR Mary R. Bucciferro

176 329

FOCUS
ON

EXCELLENCE

▼ol 3 no 1

.:nia-nTr.-.v_^

Honors
Workshop
Newsletter

irch 1986

SAI PRA1CI9C0
HBIS VE COMB!

FORME& HOHORS WORKSHOP PARTICIPANTS and RETRESENTATI VES OF
SESE EXEMPLARS. We hope nany of you will fi^.^ it possible to
attend the NSTA Rational Convention, March 2Z ^ 29. Note
that ve have scheduled a RECEPTION/REUNION* Gcsrald Skoog, NSTA
President, has generously offered u^ the use of his suitet the
Imperial Suite, in the San Francisco Hilton on Wednesday evenings
March 26th, 7-9 P.M. Hope to see you there!!

A perusal of the preliminary program for the San Francisco
Convention finds several of last summer's participants oc the
program:

Bonita Talbot, Diana Doepken, Gary Seed, Rick Drvis, James E.
Bodolus, Marv Mikesh, Linda W. Crov, Clifford L. Schrader,
David C. Tucker, Matt Matsumoto, Marylou Rankin, Paula
Edvards, Sam S. Chattin, Carole Goshorn, Donna Stumps Bonnie
Brunkhorst, Marvin Seines, Susan Floore, Dave Wiley, Jean
Ham 1 in , Jo Anne Wo If, Linda Bostick, Gloria Sternberg,
and Kathleen White.

We hope ve didn't miss anyone. He also found a number of
summer *84 friends in active roles with the convention!

ERLC

330

SKSK ACTITITIBS II SAM PIAICISCO

The following are the scheduled activities involved vith the
Search for Excellence in Science Education.

Wednesday March 2&

8-11 A.M. SES2 Committee - Continental Parlor 2,. Hilton

1-3 P.M. Meeting of 1986 Exempl^rs - Continental Parlor 3.

Hilton

Thursday March gl

7- 8 A.M. SBSE Breakfast by D. C. Heath - Anza Balboa Room,

Hilton

10A*M, Organize for Certificate/Plaque presentations -

Front of Moscone Center Hall, G-H

10:30-noon General Session 2 - SES2 Awards - Moscone Center

Hall, G-H

1:15 P.M. Elementary Teacher Education Roundtable - Meridien

Hotel , Sauternes I

2:30 P.M. Science & Career Awareness Roundtable - Meridien

Hotel, Sauternes I

3:45 P.M. E-6 Science Roundtable - Meridien Hotel,

Sauternes I

Friday March 28

8- 10:15 A.M. Materials Display - Meridien Hotel, Cabernet I

1:15-2:45 SESE Symposium - Sheratrn Palace, Golden Gate

Room

ERIC 331

178

ACTI7ITT REPORT:
1985 HOIORS WORKSHOP PARTICIPAHTS

We appreciate the time you took away from your busy schedule
to f:. 11 us in on all the details concerning your recent
prof fissional activities. The information you listed on the
survey mailed out in January has been entered into the Honors
Workshop computer files.

We are pleased to report that of the 155 teacher
participants who attended the 1985 Iowa Honors Workshop Program,
61Z indicated that the, already had found the opportunity to
present one or more workshops. Many participants, in fact, were
quite active in this area, conducting sessions for loc^l school
in-'Service programs, district meetings, and statewide
conferee es. In addition, twenty-four of Honors Workshop

participants will be giving a total of thirty workshop
presentations at the National Science Teachers Association
Conference in San Francisco later this month.

As of January 15, 1986 , a total of over 170 articles have
been reported. Of this number, 55 have been accepted for
publication or are already published, asother 57 have been
submitted for publication, and over 60 others are reported in
draft form. A number of other participants mentioned that they
were editing science newsletters*

Many of /ou are also maintaining professional eonanieation
with each other. Some type of continuing contoct, usually the
exchanging of curricular material, was reported by 105
respondents. Seventy- three individuals reported professional
contact with over 170 scientists and engineers since the close of
last summer's workshops.

As y^u know, a constantly evolving curriculum is one of the
outstanding characteristics or exemplary teachers. Carriculum
devolopment takes on many forms, from small daily lesson changes
to massive state-wide impact efforts. It is gratifying to note
that ay^ry workshop participant reported curricular impact. In
addition, several individuals have written proposals for grant
money to support their curriculum dissemination efforts. Five
of last summer's teachers are involved with contributions to
cotimercial text services, and many educators are involved with
curriculum decisions at the district and/or state level.

179

00P81 WS 600FXD!

Our last newsletter listed the SESE Exemplars identified in
the 1985 Search for Excellence in Science Education. We goofed
in our listing of ;:he K*6 programs. The following programs were
not included in our listing and should have been:

Leonard V. Ross Turner Elementary-* Turner

Richard J. Mitchell Fresno Unified Schools Environmental

5218 B. Clay Science Center

Fresno, CA 93727

Fred Rundle Annistown Elementary Integration of

3150 Spain Road Science-A Process

Lithonia, 6A 30084 Approach with

Project Write
and the Science
Fair

Gary E»
Dunkleberger

Carroll Co. Public
Schoo Is

55 H. Court Street
Westminster, UD
21157

Carro 1 1 County
Elementary
Curriculum
Project

QUXSTIOIS ABOUT CREDIT

Our office has received questions about the graduate credit
given to last summer's Honors Workshop participants. PLEASE
HOTEII Everyone attending one of last summer's workshops has
received three (3) graduate semester hours of credit from the
University of Iowa. Course number and title are: 78:253
**Recent Curr icu lum Dev e lopments in Science".

The Registrar's office has mailed you an acknowledgement
with a grade of ''S" (Satisfactory). Some confusion exists
be cause the acknowledgement form also carries the phrase,
"Transcripts Hot Evaluated". This simply means that you have
not been admitted to the Graduate College, no transcripts of
previous undergraduate and/or graduate work were requested aud
heuce were not evaluated.

ERLC

If you need an official transcript with the University seal,
there is a $3.00 charge. You should send a check directly to
the Registrar requesting the official transcript aud indicating
your student number (which is your social security number). The
address is: Registrar's Office, 1 Jessup Hall, The University of
Iowa, Iowa City, Iowa, 52242, phone (319) 353-3756.

333

We have ?l8o received information reporting the receipt of
teaching avards, service on comaittees at various levels
(professional, state, district, federal, NSF), election to
professional offices, and the responsibility for organization of
professional conventions and workshops.

Seventy-one percent of you stated that last summer's
workshop had a "significant impact*' on your program And your

teaching,
impact**.

while 26Z reported the workshop resulted in "some

You are a busy group! We applaud you for all your efforts
for the development of science educationll Thanks for supplying
all that data.

Please Note Correct Addresses:

Home Address:

Bonnit; Brunkhorst
4072 Skyline Drive
Ogden, Utah 84403

Professional Address:

Jonas Clarke Junior High School

l.€xington, Massachusetts U2173

DIEECTORT OF WOEESHOP PEESEHTEES

UiA D irectorv Workshop Present ers 1985-86 has been

compiled and is currently in che mail to you. The booklet has
also been sent to science supervisors and state science leaders
throughout the country. PI ease inform us if jou know of
else who would appreciate receiving a copy.

anyone

ERIC

181

331

STAFF CHAH6BS

Tlie spring semester has brought with it some staff changes
In the Honors Workshop central office. Our secretary of some
time, Linda Tevepaugh» has accepted another position at the
University. She is replaced by Carolyn Lewis, who comes to us
with considerable experience working with doctors in the medical
school. Our graduate assistant for the last year, Mary
Bucciferro, is out in that **real world"* of stud^^nt teaching this
••■••ter. She is replaced by Tom Richards, a graduate student in
Educational Psychology. So when you call you may encounter some
new vo ices on the phone.

m OIIBCTIOIS FOE 1986

This summer will see new directions for the Iowa Honors
Workshop Program. We will continue with our primary goal of
lamd«rahip growth for outstanding science educators. The program
vill explore models of dissemination in four selected states,
(Florida, Utah, Wyoming, and Iowa). Leader teachers in these
four target states will attend leadership development workshops
early in the summer where they will develop workshop
presentations based upon their exemplary programs. The
coordinator/state science supervisor in their "state will ajsist
them in scheduling presentations later in the summer with
teachers who are interested in revising their science education
program. Leader teachers will also meet with their workshop
participants once or twice across the school year to support
implementation in their schools.

While the exploration of state-wide dissemination models
focuses on four states for this summer, we hope to include a lev
representative teachers from other states to establish the
nucleus for dissemination efforts in following years. The focus
this year will be upon elementary and middle schoo 1/ junior high
pvograms .

If you are interested in possible involvement in this
progr«ic, please let Bob Yager or Joan Tephly know.

Th€ 1986 ISSA/Iowa Corrieolom Up-Date Conference

The Science Education Center at the Univrrsitv o'' Iowa has
cooperated vith UJSA for nearly ten years in offering a summer
Curriculum Up-Date Conference for members. This year the
conference has been set for July 6-12 on the University campus in
lova City. Emma Walton joins Merik Aaron, NSSA President, as the
HSSA organizer/chair for the annual event.

bob Yager, NSSA member ard long-ti:"e coordinator of the Iowa
Center and the Conference, i. also actively involved with the
summer plans.

The tbeae ?f the 1986 conference is: Science Education for
the Twenty-First Century. Several new initiativeu at NSF and the
Department of Education will be reviewed; plans/proposals will be
developed. Hew basic definitions of science will be considered;
exemplary programs and instructional models will be in focus;
issues related with standards, criteria, and evaluation will be
emphasised; successful strategieit fo?. development, dissemination,
and implementatiou will be reviewed.

ftarold Pra H^JSA President ior 1985-86, will be a featured
presenter and ax?^alyzer.

In addition to Bob Yager, John Penick, and Jame. Shymansky
of nhe Iowa Center will offer sessions. Other leading science
educators are scheduled for sessions. Tentative daily schedules
will be available in San Francisco for members interested in
applying.

The conference participation will include 2 s.h. of graduate
credit and a variety of follow-up cooperative projects and
evaluation efforts. The conference fee which includes tuition
and instrtu;t fonal costs is $130. Dormitory facilities for board
and loom ar^: available for those desiring them.

For more information about the 1986 conference, please
contact :

NSSA Op-Date Conference
Sc ience Ed uc at ion Center
The University of Iowa
Iowa City, Iowa 52242

bacJuuxmnvi

DISSSailAIlS TOUl PIOGRAM

A federal prograa exists to assist quality science education
programs vith dissemination efforts. The National Diffusion
Hatvork Division of the Department of Education provides
financial support to ozemplary programs. To apply for such
supportr a program must hr're documentation of its impact (vhich
in most cases means pre-* and pos t-*research measures). Hany
exemplary programs have evolved to their quality status without
careful measurement ot change.

If u are in the process of nev implementation or are
introducing your program in nev schoo 1 s/ schoo 1 districts, you are
in a position to research this implementation. You need not
develop a measurement design on your own. Assistance is
available (without charge) from a technical advisory group for
prospective submitters of HDH proposals. Contact Dr. Susan Koen,
HDH Technical Assistance System^ MATRICES Consulting Group, Inc.,
4 Eversley Avenuet Horvalk» Connecticut 06851. State
facilitators also exist to assist individuals in their states.
Tou can find out your f ac i 1 itat or* s name from Dr. Koen or from
Joan Tephly in our central office.

PROVl II

Prove iti A dare ve hear from children. But also a dare
vhich undergirds scientific investigation. Science educators
also need to prove it. Oh, you may have that rut level feeling
of when things go well or do not, or of when you are presenting
an improved program to your students. But that gut level feeling
i* rarely enough to convince others.

HSTA is striving to encourage teachexs to become primary
evaluators of their programs. Their effort is called "Every
Teacher A Researcher". A registry of teachers who are interested
in participation iu iresearch projects will be established.
Teachers can volunteer (without commitment) to be involved in
varied research topics. A good introductory article titled "We
All Should Be Researchers" by John Butzov and Dorothy Gabel
appeared in the January, 1986, issue of The Science Teacher.
Watch for more information in this and other NSTA publications.
Contact Joan Tephly if you would like more information.

ERIC

337

184

PUBLISHII6 SUCCBSTIOIS

Prom Phyllis Marcuccio, Director of Publications, NSTA,
Marily DeWall, Editor, Scicncg Scope. NSTA, and
Karen Reynolds, Field Editor, Science Scope> University of
California

The following ideas and suggestions were presented by the above
three individuals at the NSTA Regional Convention in New Orleans,
December, 1985.

R2±

- Include re^- #w' of software or material found effective
* Use clearest. -^lest language when writing about research

- Use activet not ^^wsive voice

- Write about what. you know (If you don't know how to get

startedt give your prospective article as an assignment to
one of your best students)

- Get a colleague to co-author if you're shy
Present measurements in metric

- Include sense of humor and what is funny in your classroom

Pop' t:

- Use a very localized topic

- Write about educational research (unless practical application

included)

Topics :

- Computers (use to enhance learning)
Science and readini;

* Examples of excellence

- Articles or facilities (change to meet new curriculum demands •

lab equ ipment , layout of rooms)

- Identification of science resources outside of the classroom

and their effect ive use

- How to do it exanp les

Evaluat ion of curriculum techniques and ideas

FOCUS
ON

EXCELLENCE

Honors
Workshop
Newsletter

vol

January 1987

1986 PAunciPAirr plans»

PRODOCTS, ASS??SSME»r

We have heard from almost
everyone about new projects being
carried out through this school year.
If you are not in this group, please
let us know what you are doing.

Likewise, almost all teachers
doing student assessment in their
classrooms have completed their
preassessments and returned student
questionnaires to us for tabulation.
Your attention to this aspect of the
program is appreciated!! We will be
in touch soon about post-
assessment. After both pre- and
post-assessments have been tabulated
we will send you information about
responses in your classroom, your
state, and the entire group of
students using the same
instrument(s)»

BUSY, BUSY PAST PARTICIPANTS

That's what we said in the lest
newsletter and it continues to be
true. We congratulated Dave Tucker
from Washington (STS, 1985) on
being a recipient of a Presidential
Award. He is not alone. We also
congratulate Carol Collins of Tampa,
Florida; Chris Gentry of Boise,
Icjho; and Dana Van Burgh, Jr. of
Casper, Wyoming. They also have
been recognized with a Presidf^ntial
Award. All three attended the
Gifted and Talented Honors
Workshop in the summer of 1985.

The Life Lab program in Santa
C^uz, California, continues to
receive acclaim. The New York;
Times on November 13, 1986,
pubHshed an article ^\bout the
program. Gary Appel, DiiciCtor, and
Mark Thomas were involved with the
1984 workshops.

ERLC

186

Congratulations are also in
order to Eva Xirkpatrick of Imperial,
Missouri. In September, 1986, she
was the recipient of the 1986 Woman
of Achievement Award from the
Women in Energy organization. An
article featuring the many award-
winning science projects her
students have developed across the
years was featured in the October
31, 1986 issue of Current Sripnoe.

We also applaud Ellyn Smith of
Hillsborough County, Florida, for her
selection as Florida^s outstanding
elementary science teacher for 1986.

Past Honors Workshop partici-
pants were also among those
involved with the three NSTA Area
Conventions last fall as organizers,
office holders, committee members,
and presenters.

Indianapolis:

Gil Turpin, William Cary,
Carole R. Goshom, Greg Smith,
Kathleen Kaye GuUey, Nancy
Romance, Sam S. Chat tin, Lynn
Chattin, Cliff Schrader, L. Neal
Carmichael, and Richard F.
Brinckerhoff.

HONORS WORKSHOP REUNION

V/ing your way to Washington
and join us for a few hours of
conversation and refreshments with
ok) acquaintances. A rei ^n for
Honors Workshop partidpantb will be
held during the NSTA National
Convention, March 26-29, 1987.
Details will be mailed to you in late
February. Hope to see you there.
Many remember the fun at a similar
occasion— last year in C n FranCiSco!

Las Vegas:

Robert B. Sigda, Marv Mikesh,
Bonita Talbot, Herbert K.
Brunkhorst, Bonnie F. Brunkhorst,
Sam & Chattin, Marvin Seines, Jean
Hamlin, JoAnne Wolf, Orwin Draney,
and Richard F. Brinckerhoff.

Anchorage:

Emma Walton, Sondra Dexter,
Bon n ie F. Brunkhorst, Sam S.
Chattin, Emily Carpenter, Jean
Hamlin,. JoAnne Wolf, and Jean
Burkus.

TRYING TO CALL VS^

Well, our telephone numbers
have changed at The University of
Iowa. Correct phone numbers now
are: 319-335-1179, 1178, or 1082.

Did we miss you?? Let us
know what you are doing!

340

187

NEWS FROM WYOMING

>bout twenty of the Wyoming
participants from the Honors
Workshop got together in November
in Douglas to continue what was
started during the summer. Half of
the day was spent in sharing our
successes and questions and the
other half was spent in inservice
training with a . professor from the
University of Wyoming. All who
were there benefited from the
renewed fellow^jip and association
with friends made at the summer
workshop.

The teachers from Lusk have
agreed to host another get-together
in the spring. We are optimistic
that this mt:y be the start of some
on-going communications in Wyoming
among elementary teachers who are
interested in science education.

The teachers at Douglas
Elementary East and staff from the
University of Wyoming arc hoping to
organize a week long workshop for
elementary science teachers in the
summer of 1987. It is our intention
to keep a focus on science education
at the elementary school level in
Wyoming.

Our best wishes to all other
staff members and teadiers for a
creative and productive year in 1987.
We believe that you can make a
difference in your school through
your involvement.

Bob Pesicka

BROWARD COUNTY NEWS

Five workshop sessions are
being conducted in Broward County,
Florida, by a team of Broward
County elementary educators. The
sessions are being held on Saturday
mornings across the school year.
Three sessions have already taken
place. Over forty teachers are
attending the series.

At each session teachers are
exposed to five different topics.
Each member of the team handles a
different topic with the teachers
rotating to eadi during the morning.
Enthusiasm has been high.

A speaker from NASA was
present at the last session* All
participating teachers became
certified to obtain moon-rocks from
NASA. At the next session the
teachers will be attending the
county science fair. They will be
observing and critiquing various
projects. Associated seminars will
be held by the workshop staff
during this session. The last session
scheduled for the school year will
be an environmental education field
trip.

ERIC

Judy Holtz

341

188

mU^ROUGH COUNTY NEWS

The NSF honors Workshop
participants have busied themselves
with conducting a variety of teacher
training sessions since August. To
date, the eleven Honors participants
have involved 230 K-6th grade
teachers a minimum of 15 hours in
elementary science. Ten workshops
have been offered that focused on
giving teadiers the confidence to
teach laboratory^ investigative
science. In addition to having some
of the training sessions address the
local elementary science curriculum,
Systems - Balance - Change,
sessions were conducted as follows:

Great Investigation - One Step
at a Time: Focused on
instruction of science projects
in the classroom.

Investigations in Physical
Science: Introduced teachers
to concepts such as gases,
fermentation^ and heat, and
how to present ti.ese through
investigation.

CBS through SBC: For
te achers new to the gifted
science curriculum. Gave
background information,
practice with equipment,
orientation to state standards
of excellence in science as well
as numerous motivational
activities to make the year fun
and rewarding.

Teachers involved in the
workshops evidenced a great deal of
enthusiasm, energy and excite-
ment...for many this evolved fi'om
tne first session to the last session,
i.iere were a few reluctant learners
in the . beginning. The workshops
have been very successful, as
reflected in the following comments
from participants on leadership:

"Flexible, interesting, very
responsive to individual needs."

"Instructor was very much in
tune with our problems offering
many suggestions to solve our
questions."

"I particularly was impressed
with the openness and honesty
on the part of the instructors
as to what works and. what
does not work in the classroom
and how it might be remedied.
I feel better prepared to teach
my science classes."

"Very enthuijiastic scientists!"

One of the Honors Workshop
participants, Ellyn Smith, was
selected as the outstanding
elementary science teacher in the
State for 1986, by the Florida
Association of Science Teachers.

Honors participants have also
been active giving presentations at
state conferences. Ellyn Smith,
Patricia Yarnot, Mari]"n Blackmer,
Lucinda Romano, Sandra Gout, Sandi
Schlichting and Bea Green presented
at the FAST conference in Tampa.
Several p entations are scheduled
for January at the Department of
Education conference in Daytona.
As if this is not enough, many of
these energetic science people have
been going to other districts to help
their teachers and schools get going
in active classroom science.

Earl Whitlock

ERLC

189 342

WORKSHOP EVALUATIONS

Evaluations of last summer's
workshops again revealed very
positive reactions. Participants
found their opportunities to interact
with both staff and other partici-
pants very valuable* Sharing of
ideaSf participating in hands-on and
team activities and listening to
presentations were ^nsidered
valuable aspects of their involve-
ment* They found workshop staff to
be very enthusiastic with new and
weU-organized ideas.

Partidpa^ ;s were very positive
about their workshop assisting them
in identifying current issues, goals
and needs of science education,
allowing them to develop profes-
sional networks, prepare instruc-
tional modules, incorporate ideas
from the scientific and industrial
communities into their programs, and
learn leadership, change and
disse.nination strategies* Almost
100% of the participants reported
leaving the workshop with an
incr e ased level of enthusiasm,
confide nee, and personal
responsibility for t^e future of
science education and a commit*
ment to carry this sense of
responsibility to their own
communities*

•••but does it last?

Participants from 1984 and }985
were surveyed again last spring as
to their perspectives of their Honors
Workshop experience and its impact
retrospectively^ Nine months to tv;o
years later, the foUowir^ areas of
impact received positive rankings
from 70 to 95% of the respondents.

Rank ordered from highest:

Improved classroom teaching
Greater confidence as a science

educator
Be'ter attitude toward teadiing
Improved relationship as

science educator with

community
Positive diange in:

Teaching methods

Curriculum content

Use of equipment and
materials
Improved relationship with

professional peers
Improved relationship with

students, supervisors and

administrators

This same group of educators
also reported overwhelming
continued dedication to further
curriculum development and
involvement in professional
organizations.

If you would like more detailed
figures from the workshop or
follow-up surveys, let Joan Tephly
know.

ERIC 343

UTAH AND SIS

Close to forty Utah science
teachers attended one of two
workshops last summer, at Provo or
at Ogden* The staff for the two
workshops had attended an Honors
Workshop in Iowa City in the
summer of 1986. Mudi of their time
during this July workshop had been
spent putting together the program
and format for their August
workshops. Their hard work paid
off in two well-received workshops.

Science teadiers attending the
Provo and Ogden workshops have
been doing their own researching
with their students and will again in
the spring be collecting post-
assessment information.

We share with you a condensed
list developed at the Ogden
workshop at Weber State College
which is full of many good ways to
evaluate students in a STS
dassroomi

Group papers (cooperative

learning)
Games

Cooperative grading (group
grade)

Peer evaluation and grading
Lab books, notes
Oral presentationsi reports
Problem solving: given a

problemi Hnd a solution

(in a regular test

situation)
Contests (points for winningi

completion, or placing)
On-task points (assign task

points for period, take

away for off-taslO
Self-evaluation, self-grading
Project design (models,

systems)
Use of scientific method
Journals, notebooks (most

important concept, why?

explain)

ERLC

Student composed questions
Value judgments (choose best

alternative and why?)
Subjective efforts
Critiques

Vocabulary ^velopment
Visual aid project
Community improvement

projects
Science fairs
Discussions

Individual tests, quizzes (oral,

essay, objective)
Individual classwork-

homework
Concept mapping and

application
Extended work (research,

current articles, written

projects)

BE IN THE FILMS

A Many have expressed interest
in videotaping some examples of
science teaching in your classroom.
This is an excellent opportunity to
demonstrate changes you feel you
have effected in your classroom in
the last one to three years. Most
teachers are planning to tape two
types of lessons, one which they
feel represents their former more
traditional way of teadiing science
and an example reflecting newer
innovative approaches currently
implemented in the classroom.

We encourage you to get in the
films if you are not already. This
collection of tapes will provide
outstanding demonstrations of
quality science education. If you
haven't already volunteered to
participate, please fill out the
attached form and mail it to Joan
Tephly, Science Education Center,
The University of Iowa, Iowa City,
lA 52242.

IOWA CHAUTAUQUA CHALLENGES

The fall Chautauqua Programs
were ueld at four locations in Iowa,
beginning with Storm Laice and
moving to Deoorah, Springbrook, and
the Quad Cities. All four of the
two-day short courses were very
successful and involved 107 teachers
from all corners of the state, and a
few from neighboring state:>« The
focus of the workshops was upon
this major premise: Students of
today will be involved with questions
that affect our future as guests on
this wonderfully rich earth. The
question now at hand is: Can there
be a way to help our future leaders,
future parents, and future consumers
learn how to us^ science in a useful,
meaningful way that will encourage
people to become active participants
in the improvement of our {^resent
and future? Yes!! A person can
teach in a manner to help our young
people gain the confidence that they
each make a difference, if chey act
on what they know. Science classes
must move from the regurgitation
recipe format to getting students
involved with real life. Do
something about a locally-relevant
issue: toxic chemicals, groundwater
pollution, extinction, deforestation,
energy, predator control, birth
con.troi, population, mining, food
l/roduction, nuclear issues,
agrichemical issues...Any issue can
be an interest generator and focal
point for learning, understanding,
and acting in a beneficial manner
towards our home. Studying and
acting on these issues also teaches
students the so-called basic science
concepts and processes.

As an example of teaching
science through the stuJy of issues,
take the topic of paper. Paper is
the most underrated material with
which we deal everyday. What can

a science class learn from paper?
First, we find a problem associated
with paper. Here is a surprising bit
of information. In the U.S., we
throw away one-half of the entire
world production of paper~100
billion pounos a year going to the
dump! Furthermore, people put the
paper in plastic garbage bags! Trees
are renewable resources, but when
does demand outpace supply? When
exploring these questions, new
questions will arise, new problems
will surface, and the avenues of
investigation will mushroom: How is
paper made? Where do they make
it? What do they use to make it?
What kind of trees do they use?
Where are the trees grown? What
happens to the areas surrounding
paper factories? Why do we throw
so much away? Where does it go?
Why don't we re<^e more? What
can we do to act and help stop the
waste? You can see the potential
benefits of a school group asking
these questioas and looking into the
science behind them. Finding
solutions involves all the skills
associated with science, and the
students* attitudes toward science
and learning are influenced in a
positive manner when they acquire
knowledge they need in order to
know how to solve problems close to
them.

This type of teaching helps a
student learn basic skills, decision
making, a.',d values by dealing with
life, instead of textbooks. Most
importantly, a sense of community,
pride, and accomplishment, beyond
passing test grades, i; evident
throughout the classroom.

Students learn science content
relevant to today's needs* They
acquire procf^ss skills through doing
real investigative science, instead of
cookbook labs. Attitudes toward
science are more favorable because
the students are part of the process,
instead of part of the audience.

EKLC

345

In the face of today's world
situations, doesrft this approach to
science make more sense than
teaching genetics for the sake of
DNA, or the use of the miafoscope
for the use of the microscope? If
the students need to know which
microorganisms are in the pond to
find out whether the pond is
polluted, they will need to learn
how to use the microscope. As they
do, they will be thinldng, acting,
and becoming more fully human.
STS education helps a student
become less of a memory machine,
more of a living organism, connected
to everything, interdependent with
all, oblivious to none.

The real diallenge [resented at
the four Chautauqua Short Courses
is: Can we help students learn how
to learn? Given the proper "tools"
students can make a big difference
in the future of our state, nation,
and globe. It is up to ead) and
every one of us as educators to help
our students acquire these tools for
better living and on-going learning.

Paul Tweed

ERIC

GBITING CERTIFIED

The National Science Teacdiers
Association (NSTA) is laundiing the
first national teacher certification
program. NSTA is asking elementary
through high school teachers to
apply for certification after they
have completed at least three years
of science teaching. The NSTA
certification program is based on
both educational training and
classroom experience.

In the planning stages for the
last two years, the NSTA
certification (program is designed to
establish and maintain high
Sk^dards for science teaching and
to identify those teachers who are
weU qualified to teach science. To
become certified by NSTA, teachers
must meet specific criteria which
vary depending on their grade level:
elementary, middle/junior high, or
high school. Because they are often
specialists, high school teachers are
asked to meet additional criteria
based on the subject they teecn:
biology, diemistry, physics, physical
science, earth/space science, or
general science.

The NSTA certification
standards require high school
teachers to have the equivalent of a
bachelor's degree in one of the
sciences and, therefore, match the
standards recently recommended by
the Carnegie Task Force Report on
Teaching as a Profession. The
NSTA standards answer the recent
call made by U.S. Department of
Education Secretary, William J.
Bennett, in his report p^rst Lesson^
by setting forth high standards for
elementary school science and by
supporting the idea that all science
teaching should be a "hands-on
adver^ture in which students learn
science by doing science."

193 3 46

"Surveys conducted by USTA
and others have shown that almost
one-half of all newly employed
science teachers are unqualified and
about one- third of all science
classes are staffed by unqualified
teachers," says Bill G. AWridge,
Executive Director of NSTA and a
former physics teacher. "NSTA*s
rigorous standards are not easy to
meet, especially at the elementary

leveL But at each level they define
what teachers need to know to do a
good job in preparing their students
to live in a scientifically complex
world,"

Present methods for placing
teachers in classrooms, according to
Aldridge, often have nothing to do
with the training and experience of
the individual teadier. This is true
especially at the high school leveL

Additionally, licensing require-
ments vary tremendou'sly from state
to state. "NSTA recognizes that its
standards exceed those of many
states," Aldridge says, "but we hope
to work with state boards of
education to upgrade their
standards."

The teacher certification
criteria are based on NSTA's
standards for science teacher
training that were adopted by the
Associ. ion's Board of Directors in
1985. NSTA's standards have been
adopted by the National Council for
the Accreditation of Teacher
Education (NCATE) and by the
Association for the Education of
Teachers in Science (AETS). NCATE
is using the NSTA standards in
deciding whether or not to grant
accreditation to teacher training
programs in colleges and universities
across the nation.

ERIC

NSTA also plans tc offer joint
certification with other professional
organizations, such as the American
Association of Physics Teachers
(AAPT).

The application fee is $50. To
be certified in a second category,
the cost is an additional $25. As
part of its new certification
program, NSTA promises to stand
behind an NSTA-certified teacher
who is threatened with being
misassigned or with being replaced
by an unqualifiied teacher.

Detailed Standards and
Application Forms are available upon
request. The address is: NSTA,
1742 Connecticut Avenue, NW,
Washington, DC 20009.

347

194

IMPACriMG STUDENT ATTITDDE

Robert Yager

ERIC

For many years, we as teachers
have focused on only one area of
our teaching, "the knowledge
domain." Recently, many individuals
have discovered the relationships
between all five domains in science
to be important: Exploring and
Discovering (process of science
domain). Knowing and Understanding
(knowledge domain), Imagining and
Creating (creativity domain). Feeling
and Valuing (affec;.ve domain).
Using and Applying (applications and
connections domain). Particular
emphasis has been placed on the
affective (attitudinal) domein. Much
research needs to be done to
confirm hypothesis stating the
importance of this domain.
Hov-ever, the initial results of how
STS education contributes to the
affective domain look very
encouraging.

The analysis of results of the
Preferences and Understandings
(items released from the National
Assessment of Educational Progress)
from students enrolled in exemplary
science programs has established
that progressively more negative
attitudes about school science and
science teaching can be
avoided/halted. When the data have
been presented, many have
rationalized that negative attitudes
can be expected from school
experiences in general and science
study in particular. It isn't sol

The following tables represent
a tabulation of some of the affective
information. Please note that three
studies of national samples clearly
indicate what the typical situation
is. However, the results from
assessing students enroUeo in classes
taught by three teachers in a
district where NSTA had selected
programs at the elementary, junior
high, and high school as exemplary
are extremely different. (Note:
There are very few schools national-
ly which produce different situations
that can boast of exemplary science
at all three grade levels!)

348

PROFESSIONAL MEETiNCS
19B7

February 6
February 14-19
March 19-21
March 21-24
March 26-29
April 20-24
April 23-25
June 25-27
July 20-24
August 4-12

August 20-30
September 24-26
October 15-17
November 5-7
November 19-21

STS meeting in Washington, DC

AAAS meeting in Chicago, XL

NSSA meeting in SU Louis, MO

ASCD annual meeting in New Orleans, LA

NSTA National Convention in Washington, DC

AERA Annual Meeting in Washington, DC

NARST meeting in Washington, DC

AAPT meeting in Columbus, OH

ICET Assembly in Eindhoven, The Netherlands

Symposium on World Trends in Science and
Technology Education in Kiel, Germany

XVI Pacific Science Congress in Seoul, Korea

NSTA Area Convention in Salt Lake City, ITT

NSTA Area Convention in Miami Beach, FL

NSTA Area Convention in Pittsburgh, PA

NSTA Area Convention (and CAST) in San Antonio, TX

ERLC

34IJ

196

march 19B7

vol 4 no 2

Honors
Workshop
Newsletter

REDNION IN WASHIMGrrONI

All Iowa Honors Worlcshop participants have been invi^M to a reunion^-probably the
last sponsored by the workshop staff— at the NSTA m jeting in Washington, D.C. The NSTA
staff has recommended Friday evening (7-10 p,m,) for this activity. They have provided
space in Room 4300 of the Sheraton Washington Hotel— one of the NSTA headquarter
hotels.

The central staff is anxious to see and greet as many participants as possible.
Naturally we will be urging you to share more information about the value of such
leadership workshops. We are anxious to provide as much and as impressive
information/evidence as possible that shows the value of such workshops.

IOWA GOVERNOR BOSTS STATE CONFERENCE
DESIGNED TO IMPROVE SCIENCE EDUCATION

On February 25 Governor Terry E R'anstad hosted a conference in Iowa that included
state government officials, Industrial representatives, l^^aders from professional societies,
science supervisors, scientists/engineers from college^/universitie^industries, and key
classroom teachers^ A permanent alliance was envisioned for promoting improvement
projects and continuous communication among the various alliance groups. Over 200
persons spent an entire day listening to speakers who have been instrumental in
establishing such alliances in other states and discussing goals and structure for such an
effort in Iowa* All left with positive reaction and great anticipation of the next step for
realizing both objeccives (i.e. cooperative project and enhanced communication).

ERLC

350

1Q7

ADDmONAL TEACHERS AFFECTED

During the 1986-87 academic year one of the major differences between the 1986
workshop and the previous ones was the plan to involve another whole tier of teachers in
special activities during the 1986-87 academic year. We have amassed all kinds of pre-test
information as 474 teachers began efforts with implementing new materials and teaching
strategies with students in their schools. Unfortunately the size of this effort has put
sucli a strain on our .staff that we have not been able to follow thiough with questions,
assessment instruments, and suggestions as we would have liked.

We do have information on the scope of this academic year's program which is still
underway. We have had the following number of teachers and staff involved:

# Tier II Students involved

Teaohppy; with fljL<;essment riata

Florida 275 947

Utah 38 674

Wyoming 54 299

Iowa 107 1079

-^i^Sfe^ ^iStJlTl^ ^^^BB^

NEW SrS GRANT

John Penick has been awarded a new three year grant from NSF to help with STS
efforts in Iowa. This effort will expand from the STS efforts already underway as a result
of the Honors Workshop.

Sixty teachers from grades 4-9 will be Involved in in-depth short courses in
applications of biology, chemistry, physics, and earth science for six days during the
summer. Twelve STS teachers from past efforts will also be bvolved sharing their
successful experiences. These twelve teachers wiU remain on campus a second week as
specific plans for the academic year's pre grams are finalized.

Another 60 teachers (coUeagues from the same schools as those represented by the 60
teachers in the summer) will be a*5ed to the Chautauqu&-type courses in the fall* A total
of 120 teachers will thereby be involved in introducing STS modules into their 4-9 science
programs. Short courses will be held for two days at four sites in Iowa during October.
An additional day will be arranged (a Saturday) during the interim. A second two-day
workshop will be held in the spring at the same four sites to aUow teachers to share the
results of their STS experiences. First reports of the modules and evaluation reports with
student data will be completed at the end of June— prior to a new cycle for 1988-89.

We all look forward to mmiy challenges of this "Iowa" effort. We'U miss the fine
contacts from across ihe nation that we've enjoyed the past three years.

ERLC

35 J

198

EVAi;0ATION TO POCOS ON MULTIPLE
DOMAINS FOR SCIENCE EDUCATION

One of the greatest problems in science education is the use ot knowledge acquisition
as the primary (often only) means of assessing success in science teaching. Although
knowledge is important— real knowledge may not be possible until growth in and concern
for the other domains occurs.

Alan McCormack structured a taxonomy for five domains. All participants are invited
to add categories and examples^ All are invited to help locate innovative instruments
and/or strategies that can be used to measure growth in these domains.

The domains chart includes:

Domain I - Knowing and Understanding (knowledge domain)

Science aims to categorize the observable universe into manageable study
and to describe physical and biological relationships. Ultimately, science aims provide
reasonable explanations for observed relationships. Part of any science instruction always
involves learning t3y students to some of the information developed through science.

The Knowing and Understanding Domain includes:
Facts

Information

Concepts

Lam (Principles)

Existing explanations and theories being used by scientists.
Internalized kT)owle<jg^ which can be used

All of this vast amount of information is usuaUy classified into such manageable
topics as: matter, energy, motion, animal behavior, plant development.

Domain II - Exploring and DisoovpHng (process of science domain)

How scientists think and work provides another dimension of science. There are
specific and definable processes that characterize human actions that result in new
knowledge of the universe. Generally these processes are embodied in the terms "exploring
and discovering." Some processes of science which can be uc-ed in science instruction
illustrate goals/outcomes in this domain:

Observing and describing

Classifying and organizing

Measuring and charting

Communicating and understanding corrmunications of others

Predicting and inferring

Hypothesising

Testing

Identifying and controlling variables
Interpreting data

Construeting instruments, simple devices, and physical models

Domain III - Imagininp and Creating (creativity domain)

Most science programs view a science program as something to be done to students to
help then learn a given body of information. Little formal attention has been given in
science 'programs to development of students' imagination and creative thinking. Here are
some of the human abilities important in this domain:

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199

V}$uflll7ing - producing mental images

rombining objects and ideas in new ways

Prnriiidny alternate or unusual uses for objects

Solving problems and puzzles

Fflntasaing

PTfttending

Dreaming

Tj^ffiigning devices and machines
Producing unusual ideas

Menttfying

Isolating

Merging

Diverging

Converging

Much research and development has been done on developing students' abilities in this
creative domain, but little of this has been purposely incorporated into science programs.

Domain IV - Feeling anrj Valuing (attitudinal domain)

In these times of increasingly complex social and political institutions, environmental
and energy prohleriis, and general worry about the future, sdenxif ic content, processes, and
even attention to imagination are not sufficient parameters for a science program. Human
feelings, values, and decision-making skills need to be addressed* This domain includes:

Developing positive attitudes toward science in general, science in school, and
science teachers

Deve^.opinf positive attitudes toward oneself (an "I can do it" attitude)
Exploring human emotions

Developing sensitivity to, and respect for, the feelings of other people

Expressing personal feelings in a constructive way

^aki!)g deipsionp about personal values

Making decisions about social and environmental issues

Exploring arguments on either side of an issue

pomain V - Using ami Applying (applications and connections domain)

It seems pointless to have any science program if th^ program does not include some
substantial amount of information, skills, and attitudes that can be transferred and ed in
students' everyday lives* Also, it seems inappropriate to divorce "pure" or "academic*'
science from technology. Students need to become sensitized to those experiences they
encounter which reflect kleas they have learned in school science. Some dimensions of this
domain are:

Seeing instances of scientific concepts in everyday life experiences
Applying learned science concepts and skills to everyday teclmological
problems

Understanding scientific and technological principles involved in

household technological devices
Using scientifie processes in solving problems that occur in everyday

life

pnderstaT)ding and evaliiating mass media reports of scientific developments
Making decisions related to personal health, nutrition, and life style

based on knowledge of scientific concepts rather than on "hear-say" or

emotions.

Integrating science with other subjects

Taking specific actions designed to resolve problems and/or to improve e
^ local, regional, national, and/or international problem

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200 353

Beooming involved in community-action projecto; extending school

experience's beyond the classroom
Emphflsi;zing the interrelationships and interconnectedness of science to other

human enterprises

EMMA WALTON, SONDRA DEXTER STAR IN ANCHORAGE

The NSTA meeting (December 4-6, 1986) in Anchorage, Alaska, was a huge success by
any standard! Emma Walton and Sondra Dexter (Honors Workshop participants 1984) were
the co-chairs. All kinds of SESE teachers. Honors Workshop ptiiidpants and staff, and
national leaders were on hand

The Annhorage Times was full of information about the sparkling meeting. One
headline story was concerned with research in science education and how such leports
informed the public about the current crisis in science education. The report continued,
Two of the nation's leading researchers. Dr. John Penick and Dr. Robert Yager, presented
their views concerning the National Assessment r>t Educational Progress (NAEP) report of
the state of science teaching in the U.S.A. The ^eport produced a stinging indictment of
current and past practices in science teaching."

The reoort quoted from KAEP and follow-up assessment of 9,000 students of age 13
und 17 prod ed a strong and consistent opinion. Over 50 percent of the students believed
that their teachers did not take a personal interest in tb^m. Over 79 percent of the
students believed that what they learned in their classes hu^. nothing to do with the "eal
world. Students noted that textbooks still dominate<' the classroom. Over 53 percent of
all students surveyed reported that their science classes made them unhappy.

ANCHORAGE HIGHLIGHTS

At the NSTA Area Convention heW on December 4r6, 1986, Emma Walton asked what
schools can do to turn the crisis around* Some recommendatiDns proposed were:

1# PuLlic schoo: administrators shouW help science educators lead the way to
science reform across the nation by making sure that science programs are
socially responsible, relevant, useful, and tFMght in a personal, humanistic
manner. The reorientation will not be an easy task.

2. Public school administrators shouW be encouraged to attend subject area
curricula worlcshops and conferences in order to help them rethink their
philosophical outlook of courses taught in their schools.

3. Collectively, public school administrators responsible for school curriculum and
program evaluation shouW work through their professional organizations to
inform curriculum wri^*^.r5 and textbook publishers that they expect niaterinls to
reflect social responsibility, relevancy, usefulness and a humanistic approach to
science education.

Last, but not least, we don't need to cut funding in our science programs in
favor of other basic areas such as reading and writing. Why? Because research
demonstrates that these areas of student cognitive development are si^jnificar dy
increased as well as language development, if experimentation/manipulation is
followed by reeding, writing and questioning activities.

354

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SUMMARY OF STS ADVANTAGES

The Iowa STS Project permits the following generalizations ^iter three years of effort
and the involvement of 240 teachers from grades 4 through 9:

1) Students who experience science in an STS format for a semester or longer acquire as
much basic knowledge of science (as measured by standardized and teacher-made
examinations) as do students who experience science in a more standard (textbook)
way.

2) When teachers stress student experience with a variety of processes of science,
students grow in this domain in both the STS and the standard course format.

3) Students who experience science in an STS format are far more positive in terms of
their attitudes about science, science classes, science teachers, science careers, and
the value of science to themselves; further, these positive attitudes are maintained
over several grade levels.

4) STS programs apparently do more to enhance creative thinking than do standard
science courses; unfortunately, measuiements in the area of creativity are more
difficult and there has been little opportunity to study apparent growth over grade
levels.

5) Students who experience science as STS can take actions, make decisions, use
information, and are more curious than students who experience science primarily as a
matter of acquiring certain basic concepts included in typical courses and textbooks.

All participants are encouraged to provide other supporting or conflicting evidence for
these generalizations.

An Information Report (I.R.) series has been a regular feature of the Iowa Science
Education Center for over ten years. The series resulted in only an occasional report after
1976 and the diminution of outside support for science education. The Honors Workshop
project resulted in new efforts worthy of such summaries for university officials, leaders of
professional societies, and political leaders. The following I.R.s have been produced
concerning our Honors Workshop:

#14 1986 Honors Workshop Totals

#15 Iowa Honors Workshop Staff and Participants

#16 The Iowa Honors Workshop: Purposes and Products

f/17 Outside Support for Iowa Science Education

#18 The Iowa Chautauqua Project

Copies are available for those participants desiring copios.

THE LR. SERIES

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202

PARTICIPANr NEWS

Harold Asmus ttSSS Leadership Workshop) wUl soon have an article published in The

Bcuce MacDonald a986 Iowa STS Workshop) has written a grant proposal entitled
^he Application of Student Team Learning and S.T.S. Design to Hementary Science
Education in Lexington." Good luck with this, &uce!

An interesting article appeared in the January 21, 1987 issue of The Snrfnrvfnp w^row
regarding Judy Wagner a986 Utah Honors Workshop) and her sdence ci«5f" The column
explained how Judy's enthusiastic young students undergo "hands-on" experiences in the
experiments they conduct. Her students can't wait to perform their experiments' Keeo ud
the good work, Judy! - f uf

"Non-traditional £arth Science" by David Wiley (Honors Workshop 1984 and STS 1985)
appeared in the February/March 1987 issue of Science Rrwpp.

Kathleen Melander 0984 Honors Workshop) presented a workshop entitled, Thinkine
and Technology, Success Concept Strategy Workshop" at the Thinking Skills Conference in
Nanaimo, British Columbia, November 20-22, 1986

AKOTHER CHANCE TO PUBLISH

We have funds lo print several books that will include the products you have
produced. If we can get enough materials in each "prod'ict" category, we plan to prepare
separate books-rather than to prepare and distribute a few general books with aU tvoes of
products included. •■jfc"^^

Jl negligent in giving us your most recent outline for presenting a

workshop, a recent descriptive article concerned with your exemplary program, some
assessment/evaluation information concerning your workshop and/or school program, seme

nl^ ZVf^'^u "service effortj^you still have time to get the material

to us. We think that these books of workshop products will be impressive evidence of the
value of the program, the caliber of the participants, models for others to emulate.

ONE MORE NEWSLETTER

loot r^" P^'ticipants are ir.vited to send news that can be featured in what may be our
last Iowa Honors Workshop Newsletter. We are aiming for May 1 as the mailing date.

We hope you will want to let all the other participants know of your most recent

v^IH ni!nf ? Ici^^'^'- " ^ ereat to get some information concerning

your plans for the 1987 summer and beyond. We are anxious to do all we can to keep the
lines of communication open. Perhaps we all need to work to find new funds and
mechanisms for such continuing communication. Let us know your suggestions!

35G

203

THE IOWA CHAUTAUQUA PROJBCTT

The National Science Teachers Association developed a Position Statement concerning
science education for the 80s which captures the essence of major improvement efforts in
schools across the U.S. The statement proclaims:

The goal of science education during the 1980s is to develop s(!ientifically
literate individuals who understand how science, technology, and society
influence one another and who are able to use this knowledge in their everyda^'
decision-making. The sdentificaily literate person has a substantial knowledge
base of facts, concepts, conceptual networks, and process skills which enable the
individual to continue to learn and think logi^y. This individual both
appreciates the value of science and technology in society and understands their
limitations*

Many have called efforts to meet this challenge a new direction; many of these
efforts have used Scienc^e<*nology/Sodety (STS) as the label that seems to capture the
new efforfs. Rustum Roy, the director of the largest NSF-supported STS project in the

has called moves to STS to be the megatrend in science education today.

STS prc^ams are designed to produce students who after 13 years of schooling are
scientifically and technologically literate. USTA offers a description of a scientifically
literate person; he/she is one who:

1) uses science concepts, process skills, and values in making responsible everyday
decisions;

2) uiKierstands how society influences science and technology as well as how
science and technology influence society;

3) understands that society controls science and technology through the allocation
of resource^

4) recognizes the limitations as well as the usefulness of science and technology in

/andng human welfare;

5) Knows the major concepts, hypotheses, and theories of science and is able to use
them;

6) appreciates science and technology for the intellectual stimulus they provide;

7) understands that the generation of scientific knowledge depends upon the inquiry
^ xess and upon conceptual theories;

8) distinguishes beiween scientific evidence and person«il opinion;

9) recognizes the origin of science and understands that scient; knowledge is
tentative, and subject to change as evidence accumulates?

10) understands the applications of technology and the decisions entailed in the use
of technology;

U) has sufficient knowledge and experience to appreciate the worthiness of research
and technological development;

12) has a richer and more exciting view of the world as the result of science
education; and

13) knows reliable sources of scientific and technological information and uses these
sources in the process of decision making.

STS programs are varied and take many different forms. NSTA has conduct^ti two
national searches for exemplary STS prograois. Some of the major distinguishing factors of
such programs include:

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204 r

1) identification ' T problem with local interest/impact;

2) use of locaT 'resources (human and material) to locate information that can be
used in problem resolution;

3) active involvement of students in seeking information that can be used;

4) science teaching going beyond the class period, the classroom, the school;

5) a focus upon personal impacts—perhaps starting with student impact— not hoping
to get to that level;

6) a view that science content is not something that exists for student mastery
simply because it is recorded in print;

7) a de-emp^lsis upon process skills— just because they represent glamorizec' skills
of {^acticing scientists

3) a focus upon career awareness--especially careers that students might expect to

pursue as they relate to science and technology;
9) students performing in citizenship roles as they attempt to resolve issues they

have identified;

10) science study being visible in a school and in a comm'^^ity;

11) science being an experience students are encouraged to learn;

12) scieree with a focus upon the future and what it may be like.

In Iowa the science education leadership has identified science in grades 4 through 9
as the most critical if improvements for all are to be a reality. STS in such grades seems
most desirable since 1) the sequence is for all; 2) most students have developed readingj
computational^ and study skills; 3) there is much disagreement as to appropriate courses
and their sequence; and 4) there is only limited pressure/concern for coUtje preparation
(ue., college entrance scores on standard examinations).

This national focus on STS and the Iowa concern for grades 4 through 9 provide the
rationale and focus for the Iowa Chautauqua Project. The project involves 120 teachers
from grades 4 through 9 for developing a rationale for STS; committing them to developing
and piloting STS modules; forming a network of concerned teachers; sharing trials,
frustrations, and successes with each other; collecting evidence of the affects of the STS
experience in a variety of domains on the students enrolled.

The Chautauqua plan involves registering 20 to 40 4-9 teacher- in two-day fall
workshops. The STS rationale and example of previous STS modules for the targeted
grades are shared. The enrollees are expected to develop their own modules and to try
them with their students after some [^^e-assessment information^ is collected. Participant,
remain in contact with other teachers, the staff, and area supervisors by means of a
nc/^sletter, school visits, a one-day interim conference. In the spring a second two-day
workshop is held for sharing results of STS trials, evaluative information, and some new
insights (from the staff). A fir 1 report of the year long project is due June 15.

Each year a fall conference is planned to encourage continuing communication,
growth, and sharing. Th:\ fall conference involves major state leaders in government,
industry, and education. Teachers who have excelled with SIS materials and approaches
are invited to share their experiences in concurrent sessions. One or more of these
teachers are selected to represent the state with all expenses paid at the next NSTA
National Convention.

The Iowa Chautauqua Project was initiated as an NSF-supported project administered
by NSTA. In 1985 the Iowa Utility Association provided major support for an expanded
program. . .,e current program exemplifies the Alliance for Improved Science Education (an
alliance of government, industry, and education) as proposed In the 1987 State of the State
speech of Ctovernor Ter^'y E Rranstad. The project is headquartered at the Science

358

205

Education Center at The University of Iowa; a Chautauqua office has been established^

Each year four sites are selected for the Chautauqua workshop planned* Generally
the fall workshops are conducted in October-November— after the annual fall conference*
The spring sessions are planned for March-ApriL

Information concerning the annual program, the fall conference, special evaluation
reports, additional sponsorships, sample materials, and application forms can be secured by
writing:

The Iowa Chautauqua Program
Science Education Center
The University of Iowa
Iowa City, lA 52242

VOCUS ON EXCELLENCE SERIES
All the following volumes are available from NSTA at $7«00 each:
Special Vrlumes (not in series)

!• Teadiers in Exemplary Programs: How Do They Compare?

2. Centers of Excellen^^: Portravs of Six Districts

3. Exemplary Programs in Physics, Chemistry, Biology and Earth Science

Volume 1, the 1982 program includes

1. Focus on Excellence: Inquiry

2. Focus on Excellence: Elementary Science
3« Focus on Excellence: Kology

4. Focus on Excellence: Physical Science

5. Focus on Excellence: Science/Technology/Sodety

Volume 2, the 1983 program, includes

1. Focus on Excellence: Physics

2« Focu.- on Excellence: Science in Middle/Jr. High

Z. Focus on Excellence: Science in Non-School Settings

Volume 3, the 1984 program, includes

1^ Focus on Excellence: Chemistry
2« Focus on Excellence: Earth Science
3« Focus on Excellence: Energy Education

Volume 4, the 1985 program, includes:

Iv Focus on Excellence: Career Awareness
• 2. Focus on Excellence: Pre-Servlce Elementary

3. Focus on Excellence: K-6 Science

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206

VIDfiO RECORDS

We are still interested in receiving as many video tapes of your most effective lesson.
Analysis of such tapes will be one important component of our evaluation efforts. are
particularly interested in such evidence for those trying STS modules and/or courses. STS
efforts require specific questioning strategies, a focus on real problems, the weighing of
evidence, practice ivith decision making. Such approaches are seen to be radically different
from those found in the typical science classroom where the focus is invarit&o^y upon the
acquisition of science knowlrdge.

Your ideas for other types of evidence of program impact, of changes in schools, of
improved student interest and l^^arning are needed!

lASCD ARTICLE (No Science in Sdenoe Classes)

George Gaylord Simpson has defined science in a short concise manner which captures
its essence* It is a definition that is accepted by most scientists and science educators.
Such a definition is important as decisions are reached about textbooks and their use in
instruction. Since we know that 90% of all science teachers use a textbook in excess of
90* of the time, the 'dew of science portrayed in textbooks is important. Again, it is a
record of tbe science nearly all students experience in school*

Simpson^s definition of science is: '^Science is an exploration of the material universe
in order to seek orderly explanations (generalizable knowledge) of objects and events: but
these eyplftnfltinns must bfe testaMe,"

The definition identified the three essential ingredients of science. The first of these
is exploration— examining the objects and events in the material universe. Such exploration
and/or examination requires curiosity, a natural commodity in the make-up of most human
beings, a commodity in abundance in most students, a commodity that many teachers (and
parents) find discomforting— something that should be placed "in check'^omething that the
school needs to controL

When one examines typical course outlines, curriculum guides, and the textbooks
commonly used, ther^ is virtually no indication that student curiosity is permitted or
ancouraged. There is no indication that students are encouraged, invited, or allowed to
explore anything of the universe— other than the information found in the text. The
exploration is limited to the ideas and the information that is provided.

The second ingredient of science is one of explanation— i.e., offering explanations of
the objects and events encountered during acts of explcring the universe. This means that
basic science is vi' ally concerned with people attempting to explain the things they see or
woneler about. Education in science should provide opportunities for students to explain
discrepant events, the things that interest them, the questions that occur to them* Science
classrooms should help students develop better skills of explaining phenomena and/or
object^situa tions.

Again, when one examines course outlines, lesson plans, and science textbooks, there
is no indication that informatio:., practice, or attention is given to students and their
power of explanation. Students are presented with inf nation to be learned. It is merely
assumed that if they "master" information called science that they will be able to use it.
And, most agree that one use is offering explanations of the phenomena. However, there
is no evidence that students ever develop such skills— and, if they do, that it is related to
science instruction.

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207

The third ingredient of science is one of testing the explanations that are formulated-
-either by a given person or others* The act of devising tests for checking out the
validity of explanations is basic science* Carrying out such terts is also an important
activity*

When one checks course outlines and textbooks again, it is impossible to find any
indication that students are permitted or expected to test any ideas— and perhaps most
impoitant their own* Howev^ir, it is difficult to see how experiencing science as
exploration, explanation, and testing explanations could be included as a course outline
and/or a textbook* It is this realization that makes it such a pity for most to view school
science as the content in course outlines or that found in textbooks* All the basic
ingredients of science are ignored!

When one studies common teaching practices, curriculum guides, and textbooks in use
in school science, it is easy to conclude that no real science can be found in K-12 science
courses* Of course, this means literally accepting a definition of science—like the one
advanced by George Gaylord Simpson* However, once such a definition is accepted it
behooves us all to plan real science in keeping with such a definition for courses labeled
science* This is exactly what an STS program is designed to do*

Robert E» Yager

ERLC

IOWA BOHORS WORKSHOP TO END

July will be the official end of the three year grant to support the Iowa Honors
Workshop, During the summer a total of 404 leader-teachers were involved in workshops
designed for the following purposes:

1) To bring exemplary teadiers in contact with each other, university staff members
(including scientists and engineers), leaders of professional societies, and other
community leaders in order that ideas could affect others while also being
stimulated further*

2) To assist the teacher participants with the development of specific products. These
included:

a) manuscripts describing their progress and teaching strategies;

b) manuscripts reporting evaluative information (evidence) concerning the
effectiveness of their materials and products;

c) curriculum materials from whole courses, modules within a course, and/or
collection of activities to supplement units and courses;

d) specific plans for conducting workshops and/or other in-service sessions;

e) studies of the effectiveness of such workshop plans;

f) description of unique teadiing strategies;

g) proposals for funding of specific dissemination, development, or evaluation
efforts;

h) position papers designed to improve the profession;

i) plans for more publicity and community involvement in science education efforts;
p involvement in state and national science and science education societies*

3) To measure impact of exemplary materials and teaching in schools with students; to
expand the number of schools and students where such exemplary situations exist*

All participants are now being asked to help provide evidence of how well we met
these objectives!

361

Honors
Workshop
Newsletter

THE LAST HONOBS WORKSHOP
NEWSLETTER

This is scheduled to be our last
communication via this newsletter series-
funded as an important communication
device in our grant* We are overwhelmed
with all the products and friendships and
activities that have occurred du'^ing the
three years* Surely some would have
occurred without the Iowa Honors
Workshop effort— but, we probably
wouldrft have known about them.

We have been privileged to know all
of you— 500 teachers and the 54 associa-
tion leaders who were mostly involved the
first year of the project. And, we all
look forward to many more years of
associations in all kinds of other science
education activities*

We continue to urge you to refer to
the NSF grant in your workshops, articles,
and activities. The number is TEI-8317395.

MSTA'S ETR PROGRAM

NSTA^s Every Teacher Research
program is a natural for Honors Workshop
participants. All participants have been
encouraged to write articles, to present at
conventions, to conduct workshops. All of
these activities are enhanced if they arise
from a data base— real evidence and not
merely hundies and gut-level feelings.

Certainly we in\ite more persons to
collect classroom information than can be
used as a basis for dedsion-making. Such
data-based actions are always great
articles— and an example of the power of
teachers as researchers. Much of the
information collected is more valuable than
much of the researcfiers research in terms
of its impact on learning, school programs,
and student growth. We would like to
think that the Honors Workshop helped to
boost ETR in terms of impact ana
membership response. Let^s keep it up!

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209

TESTING m ALL FIVE DOMAINS

We have been able to collect exam-
inations arid assessment instruments that
can be used in all five domains of science
education. We encourage that copies be
secured — that sho ter versions be
developed and used in every school. We
continue to collect information in our Iowa
Chautauqua programs in all domains,
especially the one of primary concern—
"applications and connections.**

The listing of instruments that are
commended to your attention include:

Domain I - Knowing and Understanding
(knowledge domain)

1) SniPnoP SubtP«»t^ Tnw« Test of
Rflsu; SldTLs (Hieronymus, et al)

2) Smpnrv. Siihtg ;ts. Towfl Tests of
Ff1iic»flti-)nn1 Develonment (Feldt,
et al)

3) Science Subtest. Metronolitan
Achievement Tests (PreSCOtt)

4) Stnnfnrrt Achievement Test
(Madden, et al)

5) AnS/NSTA noQDerative
Chemistry Test (ACS-NSTA)

6) Physics Achievement Exaniina-

tisai (A/.PT-NSrA)

7) Biology Comprehensive Finfll
(BSCS)

Domain II - Exploring and Discovering
(process of science domain)

1) The Methods flnH Proce<iiires of
Sffienoe! An Fynminntion
(Woodburn)

2) Test of Fnouirv Skills (Fraser)

3) Wisconsin Inventory of Science
Processes (Welch)

4) Cedflr Hflpiris Sehnols Science
Process Measiire (Phillips)

5) Scientific Curiosity Inventory
(Campbell)

Domain III - Imagining and Creating
(creativity domt'.in)

1) Pursue Creativity Test (Lawshe,
et al)

2) Torrance T^'i^s of Creative
Thinking- (Torrance)

3) Modes of Thinking in Young
Children (Wallach, et al)

4) How Do You Really Feel About
Yourself (Williams)

Domain IV - Feeling and Valuing
(attitudinal domain)

1) Student Preferences and
Understanding?^ (NAEP)

2) Scientific Attitude Scale (Moore
and Sutman)

3) Attitude Toward Study of
Science (Yager)

4) Test of A ttitydes on
Technolotrv-Society Interaction
(Piel)

5) Attitudes To.vBrd Science nnd
Tfflhnolngy CTemple University)

6) Test of Science-Related
Attitudes (Fraser)

Domain V - Using and \pplying (applica-
tions and connections domain)

1) Science and Sofflety (Dagher)

2) Views on S^Mence-Technologv
Societv (Aikenhead)

3) Test on the Sorial Aspects of
Sciencq (Korth)

4) STS Exftminfltion Itgms fOL

£?ience in a Social Context (AS£)

FLORIDA WORKSHOPS

The series of workshops offered in
both Broward and Hillsborough Counties in
Florida have concluded. Great enthusiasm
is reported ^rom the participating teachers.
Several staff report involvement in
upcoming summer institutes and workshops.

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383

210

MORE SURVEYS??

We appreciate ihe time that has been
given to the comoletion of participant
assessment forms aiid to the identification
of final products (and provision o.
samples). The job of tabulating all th^
information is a huge one. We are sure
that many participants think we deserve
the problem after requesting so much
information. Such a life!

We are in your debt— those who
responded so quickly and so completely.
And yet, we are still anxious to hear from
those who continue to collect information
for completing the questionnaire and
scales. Your input will never be too late!
We hope to continue our writing and our
efforts into the distant future. We feel
we have learned much about how excellent
programs emerge, evolve, and spread!
You've made our learning possible!

SOPPOKT STAFF REDUCED AT IOWA

The Science Education Center— not
unlike all academic units at The University
of Iowa— will find fewer members of its
support staff. Two fullrtiiiie secretaries
have been terminated— effective July 1.
Such cuts have occurred across the
University. Unfortunately science
education has enjoyed the service of a
support staff that has been larger than the
situation in most other uaits- hence the
justification for cuts this year.

The loss of secretarial assistance will
make it even more difficult to maintain
communication and cooperative projects as
the 1987-88 academic year approaches.
Let us know L you have ideas for re-
gaini' g such lossei^. We are anxious to
keep active and productive in spite of
such reductions.

TWEED PROPOSED AS DIRECTOR
FOR FOLLOI^-UP PROJECT

Another proposal is being processed
at NSF. Paul Tweed, Coordinator of the
Iowa Chautauqua Program, and Daniel
Sheldon are listed as co-directors. An
abstract of the proposal follows:

Four science courses will be offered
each semester for 20 K-6 teachers in four
population sites in Iowa each of six
semesters (eight courses per year or four
per semester) during a three-year period,
1987-90. The courses will be taught in
laboratory settings (the local high school,
community college, area education agency,
or private allege). Each course will
include 14 ining class sessions with
additional work assigned for completion
during the week— and other in classrooms
with elementary school students. The four
courses will focus on applications of
biology, chemistry, physics, and earth
science. The exact discipline focus will
depead on teacher interest and availability
of staff teams in a given center. Staff
teams will be headed by a scientist (from
tepching staff of colleges across the
state), a teacher from an exemplary
program, and a teaching assistant from
The University of lowa^ The workshops
wi?l fo:'i3 upon meaningful science that
can be applied to daily livin^ experiences,
local societal problems, and career
awareness. Although basic science
knowledge will be considered, the ' a
of topics Will be restricted to those u;.. il
in und^irstanding real world phenomena or
for problem resolution. There will be an
emphasis upon the use of the information,
th(^ approaches taken to science, and the
activities that can be used with students
in the schools of the teachers enrolled
During a three-year period 480 elementary
teachers will be enrolled in such a
Workshop.

ERiC

361

211

STS IN IOWA

John Penick has been awarded a new
three year grant to promote STS in
science classrooms in Iowa in grades 4
through 9. The project will mean that a
minimum of 150 new teachers will be
involved with developing, using, evaluatinfj,
and sharing STS curriculum modules.

The program will tie directly to trie
statewide effort in Iowa to improve
science in grades 4 through 9. The evalu-
ation will focus upon all five domaiiis of
science education, namely knowing and
understanding domaiiu exploring and dis-
covering domain, imagining and creating
domain, feeling and valuing domain, and
using and applying domain*

All Honors Workshop participants
from outside Iowa are invited to visit and
cO study this continuing effort in Iowa«
In many respects, we would welcome the
chance to help with STS activities in all
states. However, the current NSF
philosophy emphas^'^es the importance of
geography and the value of being able to
remain in direct and frequent communica-
tion.

CLASSROOM ASSESSMENT

Many of you involved with the 1986
workshops have been assessing your
students. We have collected considerable
data and just now as this newsletter is
being prepared we are receiving envelopes
of post assessments. Thank you for your
efforts and for being so attentive to our
needed deadlines.

We hope to turn all the data around
quickly. If you have been helping with
assessment you should receive information
from us this summer detailing the tabula-
tions within your own classroom and the
overall findings. We will be sending this
information to your home address.

BECAUSE YOITRE SPECIAL
a note from Joan

With few exceptions I have had
opportunity to meet and spend some time
with most of you. In this our last
newsletter I would like to spend a few
paragraphs of print sharing my percep-
tions of you, the many science educators
who have been involved with our Honors
Workshop Program. You, of course, are
each unique but as a group have exuded
certain qualities of which I feel you should
be remireJed

You are dedicated survivors of the
educational system who have obviously
done more than survive. Your interest in
quality education (which comes from your
pniTiary concern for your students) com-
bined n'th your energy and enthusiasm
have propelled you toward constant
growth, personal and professionaL You
p^e humUe and open in your search for
gi owth directions. Our workshop program
has been a vehicle for your movement
down that road of growth (I am sure there
have been others). You have been caught
up in a cycle of success with one exciting
thing leading to another. Even the
professional "downers" fail to turn you off
on a side road.

I have enjoyed knowing, working
with, and studying you— remember all those
surveys^ You deserve a round of applause
and I am sure the wonderful workshop
staffs we have had across the three years
join in spirit. Do "carryon" with all the
wonderful, unique things you each are
doing. Lucky are the students you serve!

I expect to see many of you at
meetings, etc. And about those surveys, I
will be happy to i^end you more detailed
findings on any of them (see arUcle in
this newsletter on one). Ju^* drop me a
line...

365

212

WHAT YOU THEIK

Those of you who attended one of
our workshops m 1985 or 1986 most likely
completed a questionnaire asking for your
opinions in several dimensions of science
education* This is a L;ief general
description of what you collectively think.
Let me know if you would like a copy of
a more detailed analysis.

One question asked you to identify
the necessary elements for an outstanding
science program. The top choice (selected
by 90% of you) is a high level of
enthusiasm. Administrative support, strong
organizational skills and leadership ability,
and expertise in one's field are also highly
valued. Also important but with a lower
percent of agreement among you are
support from other teachers, graduate
coursework, and administrative
involvement.

You indicate that you feel well
supported from varied sources. You
consider students to be your greatest
source of support, followed by principals
and parents. School boards and other
teachers are also sources of support
although not as frequently mentioned as
the three previous categories.

You feel your opinions are valued in
your professional settings. You report
that you feel confident, that you are
encouraged to be innovative, that you
enjoy sharing ideas with other teachers,
that your enthusiasm is high and your
work extremely self-satisfying.

With all these great feelings you
might guess that relatively little
frustration is reported, and you are right.
Some frustration exists, however. Lack of
time appears to be your biggest concern,
followed by administrative policies, and
lack of adequate materials.

The achievement of your students is
your greatest measure of self-worths
Administrative approval^ peer support, and
outside recognition are also identified as
meaningful contributors to feelings of self-
worth.

Despite all these positive attributes,
most of you are not highly satisfied with
your progrcr.is. (I would remind you here
that two characteristics of exemplary
teachers are the constant search for
improvement and feeling you have never
rrrived— perhaps flip sides of the same
attitude.) You also indicate that your
future plans include remaining in your
present professional position, contini:ing
with curriculum innovation, and ongoing or
increased involvement in professional
organizations.

Please remember that this general-
ized narrative description is based on the
means or averages of your responses, and,
as such, is a general profile, not a speci/ic
individuaL Fd love to hear from you as
to how well you think the profile fits.

Joan Tephly

SCIENCE SHY TEACHERS?

That's not any of you reading this
newsletter. But it is the thrust of a
newly developed book of science activities
for the elementary teachers which you or
someone you know might lil^e among a
professional librai^. Its authors are EUen
Smith, Marilyn Blackmer and Sandy
Schlichting of Hillsborough County,
Florida. The book is titled "Super Science
Source Book,'' and is available for around
$20.00 from IDEA Factory, Inc., 10710
Dixon Drive, Riverview, Florida i3569.

36G

PABTICIPANT ACrWlTY

New honors of which we have be?ome
aware:

Barbara Clark (Elementary ^85 and
STS *86) named Checotah
Teacher of the Year in her
home state of Oklahoma;

Dale Rosene (STS Leadership

Marshall, Michigan, received on
NSTA Distinguished Teaching
Award;

Thomas Kncrr (Middle/Jr, High 'SS)
Pen Argyl, Pennsylvanit\,
received the Sheldon Exemplary
Equipment and Facilities Award;

Ro;i Bonnstetter (first project
coordinator for the Honors
Workshop Program) for his SESE
recognition in the Secondary
School Teacher Educati. n
category;

David Tucker (STS '85) for the
recognition of his program in
the SESE category of S/T/S
Revisited

CONGRATULATIONS TO ALL!!

Many familiar faces partidpaied in
the NSTA Convention in Washington:

Jane Abbott, Kathleen GuUey, Donald
Birdd, Anne Barefoot, Dot Helms, Linda
Crow, JoAnne Wolf, Kathleen Ranwez,
Michael Demchik, Bill Dutton, Kevin
Koepnick, Diane Weinholtz, Sam Chattin,
John Butler, Thomas Knorr, James Bodolus,
Joan Hall, Marilyn Szymaszek, Robert £•
Lewis, Elizabeth Horsch, Diana Doepken,
Paula Edwards, Gary Appel, TeTy Switzer,
Carol Snell, Carolyn Brockway, David
Lindahl, Donna Robinson, Donald Iman,
Vicki Moon, Dana Van Bur^h, Jenepher
Lingelbach, Bonnie Brunkhorst, Herb
Brunkhorst, Robert Sigda, Bonnie Talbot,
Carol Wilson, Gail Foster, Dale Rosene,
Marvin Seines, David Tucker, Jon
Harkness, A, Rick Davis, Linda Froschauer,
Patrida Smith, Beverly McMillan, and M,
Lynn Chattia

Wow! We^re impressed! If we missed
you, we didn't mean to,

ERLC

WASHINGrON SEMINAR/REDNION

About 130 persons gathered for an
evening of sharing and conversation at the
USTA meeting on March 27, It was a time
for re-establishing contacts, meeting n^^w
teachers who had been active a different
year, and exchanging materials,

Rosamund Hilton— who continues after
her first efforts at photography to be a
champion— was able to catch many people
off-guard and some looking better than
anyone can remember* She is willing to
piovide prints of any and/or all of the
shots she got at one dollar per print. Her
address is:

Rosamund Hilton
Henry H, Nash School
4837 West Erie Street
Chicago, IL 60644

The entire staff was pleased to sre
and to interact with so many from our
worksnop participant list!

YIDBOTAPES ARE COMINa

Thanks to those of you who are
going "on film." If you'd still like to be
one of the group, cor>sult a previous
newsletter or call us for details.

36?

KNOW WHERE YOU LIVE, AND LIVE THERE
SrS AND THE EIORBGION

As SIS begins to assume an integral
part in many classrooms across the state
and throughout the nation, we can now
step back and assess the nature of our
programs. Where are they headed? What
perspectives are they assuming? How can
we improve upon our existing STS
programs?

One avenue of exploration that can
give direction and help impr'^ve STS
programs is the perspective of bio-
regionalism. The term bioregional is
relatively new, not more than 10 or 12
years old, but it has opened up alternative
(or helped us integrate new and old)
territory in science. "Bioregional" comes
from bic the Greek word for forms of
life, and repio, Latin for territory to be
ruled. Together, they mean a life-
territory, a geographical area where rough
boundaries are set by natural phenomena,
not human dictates, distinguishable from
other areas by characteristics of flora,
fauna, water, climate, rocks, soils, land-
form, and the human settlements and
cultures these characteristics have given
rise to. If the concept seems strange, it
may be a measure of how distant we have
become from the wisdom and insight it
conveys.

The first question we must ask of
ourselves and our students is: Where do
we live? Since the begininr^ of the
industrial age, only about 200 yea^ ago
(and only about two or three decades ago
for much of the world), the answer to this
basic question i\hs been framed in more
urban, statist, and technological terms,
rather than in those of the process of life
itself. Ask the students in your class and
expect most of the replies to be somewhat
similar to these: in a numbered house on
a street; in such and such tow^; in a state
or nation. All of these are, of course,
very accurate to a degree, but they do not
encompass one of the fundamental premises
of our existence. a

We all live some place; it's how we
interpret the place we live that
distinguishes the way w^ ^elate to it and
controls our actions towaitis it. The
bioregional perspective can help students
bridge the gap between society and the
natural world; it can provide a framework
for the study of scienc*^ technology-
society interactions and their ultimate
impact on the local region the students
live in.

A bioregion can be interpreted in
many ways, some of wb^'ch would be
highly specific such as an area with a
specific natural vegetative cover, or it
can be a general area such as a water-
shed, a valley, or a mountain range. In
IvMK'a, we could interpret our bioregions in
many ways also; the Mississippi and
Missouri River water ^eds are both in our
state, as well as numerous local water-
sheds that drain into our eastern and
western natural river boundaries.

Any place is within a bioregion—
towns, villages, urban metropolises,
forests, lakes, and farming areas are all
contained within a specific "region." The
northeastern sec'tion of Iowa, called the
driftless area, with iU\ steep bluffs and
forest cover is distim?*- from the prairie-
pothole section of central and northwest
Iowa. The loess hills along the Missouri
River valley are very c^^stinct contrasted
with the rolling hills and river systems of
southeast Iowa. So you see, even our
"tall corn state" is made up of many
natural bioregions which can be explored,
investigated and reinhabited.

With the advent of bioregional
perspectives, many of our so-called
environmental olsasters become less
frightening and more manageable. For
one thing, people don^t usually think of
themselves as inhabitating a specific
region; therefore, they don^t have a
working knov^ ledge iiow to live there.
People also dft know that their region^
environment is being assaulted and
imperiled (lowa^s groundwater pollution,
the disposal of toxic and industrial
wastes, landfill dilemmas and other

368

215

relevant issues come immediately to mind).
Most often, people feel these problems are
generated forces they do not under-
stand and cannot controL The notion of
environmental health is new in the public
consciousness, and thanks to the many
problems we now recognize^ the public as
well as our students can be aroused and
actively encouraged to seek solutions.
This is where STS and the bioregional
perspective meet and form a productive
alliance.

Traditionally, science has been
presented as a body of knowledge to be
mastered, processes to conceptualize, aiKl
skills to be developed The STS approach
encourages teachers to move from the
traditional approach to a more relevant,
local issue- oriented sdenee, a science
students can experience, touch, see, smell
and feeU One may even call STS a move
towards making the use of science
meaningful to individuals involved But, is
it meaningful for students in your
classroom to study about the far-off
effects of add rain, toxic wastes, or other
large-spectrum issues? Can they relate it
to their lives? Or, would it be more
closely ^elated to the students* needs if
they had the opportunity to seek infor-
mation and explanations about the local
region in whicdi they live, which may in
turn bring them to a local perception of
the effects of add rain, toxic wastes,
eta? The phrase "think globaUy, act
locally" can now begin to develop a whole
new impact'

There are four central aspects to
developing an STS curriculum with a
bioregional perspectives l) knowing the
lend; 2) learning the lore; 3) developing
the potential; and 4) liberating the self.

The initial task is to understand
place, to know the land, the specific place
in which we live. The types of rocks and
soils under our feet; the sources of the
water we tise; the paths of our refuse,
liquid, solid, and ;jas; the nature of our
local weather; the common insects, plants,
animals, and landforms; the times to plant
and harvest; what types of natural foliage

ERIC

is edible, these are some of the things
that help us know our place. The
cultures of the people must also be
understood— from the early history of the
area to the present, induding sodal and
economic arrangements of the area and
their impact on the region in both urban
and rural environments.

Much information is available, and
developing a local resource inventory for
the region is a great way to start. The
local forest service or soil conservation
sendee maps can be used to map ths
vegetative and forested areas; checking
hydrologiceJ surveys can determine
waterflows, hydropower sites, and runoffs;
learning annual climatic conditions and
developing estimates of the full potentials
of solar, wind, and water power;
collecting biological profiles of the area^s
native vegetation; and studying human
land-use patterns and optimal settlement
areas and arrangements. Ultimately,
people could develop knowledge that
would have impact on determining the
natural limits of a region in which
sustainable sodeties could live«

Earlier peoples, particularly cultures
well rooted in the natural cydes of the
earth, knew a nuniber of things we
through modern science are only
beginning to find out. Learning the lore,
the history of an area, is also a valuable
tool in understanding your pla<^. Every
place has a history, a record of the
human and natural possibilities of the
region. This can be studied with a new
outlook. A virtual library of information
is available if we would recognize its
value and begin to use it. Fron
collections of oral Indian lore and folk
knowledge, to the values of herbal
medicines, methods and times of burning
prairies, the loc'ition and building of
solar houses for maximum gain, the land-
use history, and many other natural and
human resources, we can gather informa-
tion useful in our quest of knowing our
place.

Within a given region, the develop-
ment of the potential to act in an

369

impactive manner becomes much easier
when we begin to know our place. No
longer do many of our problems and local
issues seem out of our control, we begin
to see some logically derived solutions
which can be implemented locally* We
must try to use the knowledge and
experience we accumulate to formulate
ways of living within our bioregion*
Developing a healthy relationship with our
areas can be constrained only ty the logic
of necessity and the laws of ecology*
Acting to improve our regions we are in
turn enhancing the quality of our
communities and learning that we can have
impact. This is a point many students fail
to recognize when we present them with
their upcoming inheritance of global
problems.

The final aspect of the oioregional
perspective is very closely associated with
the development of the region's potentiaL
In developing the region^s poten^'aK we
also liberate the individual's poten^ ^

Within a region the students would
see their role as contributors to and of
being in control of interactions with their
immediate environment; thus^ helping them
shape their own destinies. The phrase,
There is nothing I can do about it,"
begins to fade into distant memory. Also,
working towards an understanding of our
regions necessitates a closer connection
v/ith our local lands and people. Being
connected, almost daily, to pursuits related
to our 00 lunity and the surrounding
natural world can help foster the values of
cooperation, participation, sodality, and
reciprocity which enhance individual
development.

The task of developing and
integrating our ST3 programs with a
bioregional perspective is obviously not
easily accomplished. But, if you think
about it, many of us already are doing
things we could tag with the label
"bioregional," just as we were teaching the
SrS approach before anyone caUed it STS.
The usefulness of having a label for what
we do is it can help us provide a rationale
for our actions and develop a sense of

direction and purpose for how we are
teaching.

For more information on organ-
izations developing bioregional materials
for classroom use and general information
about the study of bioregions, contact:
1) The Planet Drum Foundation, Box
31251, San Francisco, CA 94131; 2) The
Institute for Earth Education, Box 2P^,
Warrenville, IL 60555; 3) Sunrock Farm,
103 Gibson Lane, Wilder, KY 41026.

And don't forget, everything is
connected to everything else.

Paul C. Tweed

Florence Kane (Energy Education
Exemplar '84 and Honors Workshop
participant '85) along with her husband,
Andy ..ane, report the development of a
new environmental education program
located at Camp Thunderbird and
sponsored by the Charlotte-Mecienburg
YMCA. One to three day programs for
schools and other interested groups will be
piloted in the falU The major goal of the
program is to build understanding of the
interdependence between people and
nature. We know they are building on the
outstanding example of the Outdoor
Education Center in Trinity, Texas. If you
would like to get in touch with Florence,
her address is: One Thunderbird Lane,
Clover, SC 29710 (803-831-2121).

37U

APPENDIX VI
SAMPLES OF CHAUTAUQUA NEWSLETTER

371

ERIC

CHAUTAUQUA
NOTES

VOLUME 2. NUMBER 1

SCIENCE EDUCATION CENTER
THE UNIVERSITY OF IOWA

SEPTEMBER, 1986

Joe PM < Nolionol SIS leader -
Aelurns to HeodUne lou/o
ChoutouquQ Ulorksbops

Joe Piel i:, intenationally known as
in educator, STS advocate, cur-
ric'ilum developer, teacher/ad-
mmibtrator, and engineer. He head-
the Pro|.?ct Synthesis STS Focus
Gray in the 1978-81 NSF research pro-
ject that has received inrernational at-
tention. He headed the STS team
'hat spent the summer of 1985 work-
ing with U.S. dependent schools and
:neir moves to STS around the world.

loe Piel taught high school physics;
he's been an elementary school pnn-
< iptil; he was a prlncipiil developer
or Man-made World— an innovative
\SF-supporcd curriculum effort of
: e 60's.

loe wa> born in New lersey where
•e has made his home for several

decades. Currently he chairs the
Department of Technology and
Society in the College of Engineer-
ing at the University of New
York— Stony Brook. Such a depart-
ment IS unique among colleges of
Engineering—and they have a u-
nique perscn in Joe Piel as Chair.

Joe Piel has been active in
numerou: national professional
associations; he \s leader in pr(5-
moting business/industry/education
collaboration. He has been active
with cooperative projects with Bell
Laboratories and DuPont.

We are all fortunate that Joe Piel
will be r'^ti'rniiig to Iowa to share his
experiences, his insights, his en-
thusiasm, his wit, and his common
bense! His involvement promises to
add sparkle and excitement io the
Iowa Chautruqua program for
1986 87.

ft Ulord ftboul our Sponsor
The loiuc Ulliltv flssodoUon

Our Chautauqua Program is made
possible by funding under a grant
from the Iowa Utility Association in
addition to grant funds that we
receive from the National Science
Foundation. The following article pro-
vided by the Association will acquaint
you with '"^e member companies in
the Association and the areas of the
state they serve. In future issties, we
will have other articles on the role of
utilities as energy providers in Iowa.

Three types of utilities serve
lowans. Municipal utilities are owned
and operated by local governments.
Rural Electric Cooperatives are
owned and operated by the
members that they serve and weie
developed under a federal program
to extend electricity to farms and
ether rural properties. Investor-
owned utilities are privately owned.
It is the third group of utilities which
comprise the membership of the
lov\u Utility Association

Perhaps a look at the individual
companies will help you to identify
with the member company which
serves the part of the state in which
you live.

Interstate Power Company, with
h eadquarters in Dubuque, isacom-
bir^^tion electnc and gas utility
primarily en^:? .ed in the generation/
transmissio.i c .id distribution of elec-
tricity and the distribution of natural
gas. It distributes electricity to
155,750 customers in 234 com-
munities and surrounding rural areas
and sells wholesale to 19 com-
murnties. Natural gas is distributed to
45.218 customers in 24rommunities.
The company'<i service area encom-
passes over 10,000 square miles in
the northwest corner of Illinois,

ERIC

219 372

ERIC

northeast Iowa and southern Min-
nesota.

/ov\a Electric Light and Power
Company, with headquart'crs in
Cedar Rapio:», provides electric,
natural gas, steam and rail services.
It operates four toal-fired power sta-
tions, a nuclear plant and other small
supplemental generating facilities,
electric service is supplied to approx-
imated "^0^,000 residential, commer-
cial, inaustrial and rural customers in
55 counties including 392 cities and
communities. Natural gas is
distributed in 1 24 cities in Iowa. The
company also provides natural gas
service in one community in Min-
nesota, one community in Colorado
and five small communities in
Nebraska. The company delivers
steam for heating uud industrial pur-
poses in Cedar Rapids.

/ovva-////r)Ois Cas and Electric Com-
pany, headquartered n Davenport is
engaged in the business of
generating, transmitting, distributing
and sellmg electric energy and
distributing and selling natural gas in
the states of Illinois and Iowa. The
company serves 158,897 residential
customers with electricity and
distributes natural gas to 20o,937
residential customers. Its service ter-
ritory is primarily in eastern Icwa and
Fort Dodge, Iowa.

Iowa Power and Light Company,
based in Des Moines, is engaged in
the business of generating, transmit*
ting, distributing, and selling alectric
energy. The company serves ap-
proximately 236,900 electric
custome.s in a .S,600 square mile
area in the state's central and
southvvef. regions.

lowd ruhlic Service Company, is
based in Sioux City and its division
/aw a Cos Company is based in Des
Moines, tiiectric energy is provided to
156.369 customers in 228 Iowa and
five South Dakota communitiei. Cas
distributed to 326,269 customers in
246 communities in Iowa, Minnesota,
Nebraska, South Dakota and Florida.

Iowa Southern Utilities Company,
in Ce»iterville provides el'xtrical
energy to 93,267 customers and
natural gas is distributed to 37,709
customers. The company's customers
are located in the south and central
part of t!<e btate.

Poop/t"^ Natural Cas Company,
headquartered in Council Bluffs
serves aboui 2^'.>.000 customers
located principally in Minnesota,
•ovva. Nebraska, Kansas and Col-

orado. Peoples also operates a
natural gas pipeline system for end-
use customers in central Kansas and
brokers natural gas.

Union £/ectn*c Company, is head-
quartered in St. Louis, Missouri, with
a regional office in Keokuk, Iowa. The
company serves a 24,000 mile ser-
vice area in Misfouri, Illinois and Iowa
providing service lo more than or»e
miilion customers. The company
serves the southeastern corner
Iowa.

The . iva Utility Association,
>;ased m Des Moines, Iowa, is a
trad^ association in which each of the
companies mentioner^ above are
members. Among the Association's
activities are the coordination of
state-wide industry programs such as
its grant lo the Chautauqua Program.
The Association has a long hi5»ory of
support for education. Some pro-
grams supported in the past have in-
cluded ;udent assembly programs
conduv-,ed by Oakridge Associated
tjniversities and a summer program
for high ability students conducted by
Dr. Lynn Class at Iowa State Universi-
ty. In recent years, the Association
has focused its support in providing
educational opportunities for
teachers. The Association provided a
grant to Energy and Man's Environ-

ment to support a teacher workshop
program coordinated with the Iowa
Department of Public 'nstruction and
the Iowa Energy Policy Council
through 'he 1984-85 school year.

In the spring of 1986, the Asocia-
tion sponsored two Chautauqua
workshops conducted theScJcnco
Education Department of The Univer-
sity of Iowa and has now provided &
5i*;mt to the Chautauqua Program for
the 1986-87 school year. We are
very enthused about the Chautauqua
Program. The program allows
teachers to explore new activities
with which to develoo the concepts in
their curriculum, to try out these ac-
tivities in the ctassrc 3m, and then to
evaluace them with their peers. There
are many excellent resources
available to lov/a teachers. We
believe the Chautauqua Program
provides an excellent format for
teachers to learn about and utilize
these resources. Dr. Yager brings .o
the workshops a broad experience,
enthusiasm and understanding of the
challenges teachers face. We hope
teachers attending the workshop find
it an excellent opportunity for self-
development and will continue to
share their exp^r.ences with nher
teachers througn the Chautauqua
network.

Tcocher/leodtr Dee Ford, Hunt School in Slovx City, uiorks uiith prtmory
teachers os they revieui Cnergy Source moteriols*

22-

Help lotaU CzcsptioiiQl Teoch^rs
for h^m Progrom

We still have openings in our fall
workshop; for exceptional
teachers. Past participants, Iowa
supervisors, elementary/middle
school principals are urged to help
identify the teachers and schools for
involvement in the four worksh ^ps.
Application forms are appended to
this newsletter. Extra copies can be
duplicated and used. Applications
are to be forwardt»d to::

Chautauqua Office

759 Van Allen Hall

University of Iowa

Iowa City, Iowa 52242
If you have questions, please
write or call our office. Our phone
number is 319-353-3384. The
phone is answered 8:00 a.m. to
5 00 p.m. If we are not in the office,
we vvili return your call. We have
libted below the representatives of
the member companies of our
sponsor, the lo>va Utility Associa-
tion. If you arf served by one of
these utilities, /ou may wish to con-
tact the individual designated for
additional information about the
workshops.

Jim Esmoil

Interstate Power Company
1000 Main Street
Dubuque, lA 52201
(319) 582-5421

Myrna Fisher

Iowa E'ectric Light and Power
P.O. Box 351
Cedar Rapids, lA 52406
(319) 398-4558

Robert Crubaugh

JA/ILL Gas and Electric Co.

621 18th St.

Moline, IL 61265

ni9) 326-7058

Brain )ohnson
Iowa Power
666 Grand Avenue
Box 657

Oes Moines, lA 50303
(515) 281-2571

Judy Duna^,

Iowa Public Service Company
40 i Douglas Street, B(jx 778
Sioux City, lA 51102
(712) 277-7480

Keith Sherman

Iowa Sauthern Utilities Company
300 Sheridan Av^^nue
Centerville, lA 52544
(515) 437-4400

Julie Cammack

Peoples Natural Gas Company
#Corporate PL, Suite 210
1501 42nd Street
West Des Moines, lA 50265
(515) 223-6010

Dave Sprunger

Union Electric Company

Box 487

Keokuk, lA 52632
(319) 524-6363

Sponsor Coordinator

jack B. Clark

Iowa Utility Association

P.O. Box 6007

Des Moines, lA 50309

(515) 282-2115

These individuals can help com-
plete arrangements and can pro-
vide fi.st hand information about
the Iowa Chautauqua program.

Teocher UJorkshops Set for
1986-87 ChoutQuqMo Program

The dates and places for the
1986-87 Chautauqua series are:

Buena Vista College
Storm Lake

1) September 19. ^0, 198b
Februarv 27, 28, 1987

Luther College
Oecorah

2) October 3, 4, 1986
january 30, 31, 1987

Springbmok State Park
Guthrie Center

3) October 31, Nov. 1, 1986
May 1, 2, 198^

Jumer's Inn
Bettendorf

4) November 7, 8, 1986
Mcirch 13, M, 1987

The program structure for eoch
workshop will be similar.

Curriculum MoUrfoU

September is a month of new
beginnlr^'j for all of us. New faces,
new nameb, new colleagues, new
curriculum units and
ideas. . .September is a new begin-
ning for me also. My name is Amy
Bruner and I have recently joined
the Chautauqua staff. I have the ex-
citing job of developing curriculum
materials which we will publish and
distribute to teachers. The products
teachers send irto our office will be
my primary source In developing
these materials. Even though we
have received initial products from
past workshops, the new school
year is undoubtedly beginning with
fresh ideas and new units develop-
ing into STS activities. I invite all of
you send in any additional fun
and unique STS Science Curriculum
(activities) materials which yr>u
develop throughout the year. Send
to: Amy Bruner, Curriculum
Materials,, Science Education
Center, Van Allen Hall, The Univer-
sity of Iowa, Iowa City, lA 52242.

Clossroorr Corner

In this feature section you will
find the highlights of the teacher
projects from last year' Chautau-
qua short courses. Ea.n month
several teacher-generated activities
will be condensed and outlined.
Complete texts of the projects will
be available at a later date. For
more information on the activity
contact the teacher/authors listed in
the endclosed participant roster.

Barbara Kinneer
Barbara K-nneer outlines a 14 day
physical science unit on engines
and energy. The unit, taught to
sophomores and juniors, covers the
history of engines, types of combus-
tion. Teaching strategies used in this
unit included: brainstorming, team
learning, field trips and in<erview-
mg. Motivation was high and accor-
ding to Ms. Kinneer was a good in-
dicator of success.

Betty Rumer
Ms. Rumer has taught a junior
high earth science unit on energy
conservation. Utilizing the Energy
85 materials, the goal was to ha\e
students study the rate at which our
energy resources are used and how
they as individuals can conserve
energy. Student response was very
positive and as a resu'» '^'Is. Rumer is

ERIC

221

-v^- —

374

ERIC

planning to develop more energy
units next year.

Curt Ivffryes
Mr. Jeff ryes taught a sixth grade
science unit on electricity. The
goals of the unit included: 1)
understanding the relationship be-
tween electricity and magnetism; 2)
understanding the three ways cur-
rent electricity is made; 3) to
understand how electric motors
and generators work and to under-
stand how electricity is measured
and controlled. Student response to
the unit was great, especially lo the
large number of hands-on activities.

Dons Nelson
Ms. Nelson used solar e.iergy as a
focus for one of her fifth grade
science units. Students looked at
the advantages and disadvantages
of alternative energy sources and
then focused on the concepts of
and the technological applications
of solar energy as a source of heat.
Activities included building a model
of solar collection and a <^olar
cooker.

Morgan Masters
Mr. Masters employed some in-
teresting teaching strategies in the
eighth grade physical science unit
on energy alternatives, light enerj^
and electricity. Students used 6000
dominoes to demonstrate the dif-
ference between a controlled
nuclear chain reaction and one that
was uncontrolled. During the unit
on electricity, students were
responsible for teaching a five
mmute lesson on anything rel?*ed
to e'e "'cal energy. These 'es^ons
were tiimed and then given lo other
elementary instructors for viewing
in their classes. Mr. Masters stated
that the unit was e/tremely suc-
cessful, mind-provokir g, and the
relativity of the subject matter
stirred many questions.

Donna Terry
A light unit was taught in Ms.
Tern/'s fourth grade scien^ie class
and progressed from natural light
energy to artificial light energy.
Some of the materials used to teach
this unit included: color wheels to
demonstrate white light is compos-
ed of all colors; broken light bulb to
trace electrical circuits; students
made light bulbs; senior citizens
were interviewed and students
worked on energy booklets.
Students were excited about their
experience, wanting to do it again
and show the princip<il!!

S(ipplIm«fllQl Soil Sd«iK#

*Motti«r Hotw Script'

by Smdy Stiles
Fnrt Dodge

Good morning, boys and girls.
I'm Mother Nature... and Mrs.
Stiles asked me to visit your
classroom today. \ brought a pre-
sent for you. Please don't open the
packages yet (hand out. .).

This present is homemade. I
made it myself. But it is something
that man with all his scientific
knowledge and technology has not
been able to make without my
help.

Mrs. Stiles told me that earlier this
year you did some separation
scjdies of mixtures. This present is a
mixture of organic and inorganic
materials. Can anyone tell me what
organic materials are? (ques-
tion—answer)

This gift is something
priceless— you would not even be
alive if it weren't for this gift. In fact
Planet Earth would only be a dead,
bare hunk of rock if I hadn't given
this gift to the world. As far as we
know our planet. Earth, is the only
piace in the universe where this gift
is found.

This is more valuable than
anything in the world and all of our
wealth comes from it.

You may open your gifts now.

Pour your soil out of the plastic
baR onto one of the paper towels
on your tables.

The first thing I would like you to
do is to separate al! of the organic
materials you can find from the mix-
ture, and place the organic parts on
the second paper towel.

Ask a few students at a *'Tie to
take their baby food jars to Ine sink
and get it Vi full of
water. . .proceed with a "Soil Tex-
ture Test" activity. Remind students
that it is organic material that is
floating on top. and review "flota-
tion" as a separation technique.

iouio **ChoutQuquQ'' GroduoUs

As the 1986-87 academic year
be^ins^ our thoughts and efforts
naturally focus on the new plans for
the new year. However, past par-
ticipants, are colleagues and repre-
sent what we have been able to do
in lowti schools. The original
Chdutauquas in Iowa started as a
national NSF project with Iowa be-
ing one of about 20 state efforts.

The 1984-85 year was the first with
28 middle school teachers enrolled.
This experience caused us all to
seek further support and sponsor-
ship that would permit more activi-
ty in Iowa and more teacher/school
participants. The 1985-86 year in-
volved 28 more in the continuation
of the NSF/NSTA effort.

In addition, the Iowa Utility
Association adr'ed tremendous sup-
port—both in terms of people and
financial support— that enabled us
to match two years of NSF/NSTA ef-
forts. Two pilot programs— enroll-
ing a total of 63 teachers— were
held, one in Des Moines and one in
Iowa City.

A roster of teachers and schools
and project titles as now entered in
our Chautauqua computer system
is included in this newsletter. Are
there errors? We want our new
computer records to l/e accurate!
We also want to hear of your con-
tinued successes and special STS
experiences. This information will
be invaluable as we plan to involve
160 more teachers and their
schools in the growing STS focus for
school science in Iowa during the
current school year.

Spring, 1985 NSTII/NSF
ChoutQuquo Shoft Course Projects

1 ) Sharon Antisde!/ Energy Module
Susan lohannsen

West Midfile School
600 Kindler
Muscatine. lA 52778
319/263-0411

2) Rollin E. Bannow Ecology Unit
Southeast Jr. High Frogs. Bugs,
2501 Bradford Dr. and People
Iowa City. lA 52240
319/351-8242

3) Steven Bateman/ Might-STS
Mark Patton

Jones Jr. High
1090 Alta Vista
Dubuque. lA 52001
319/398-2452

4) Gerald Walsh Flight-STS
Washington Jr. High

51 North Crandview
Dubuque. !A 52001
319/557-9911

5) Joseph Beach Focus on the
r ranklin Jr. High Environment
300 Twentieth St., NE

Cedar Rapids, lA 52402
319/398-2452

'B7

6) Keith Byers Disease Free
Monticello Jr./Sr. High World-
21 7 S. Maple St. A Study in
Montrcello, I A 52310 Genetics &
319/465-3375 Genetic Engineering

7) Barbara Farmer Energy Activities:
Tilford jr. High Batteries, Bulbs &
1 3th St,. Thermometers
Vinton, I A 52349
319/472-4736

8) Cindy Garlock Technology—
Taft Jr. High Envi ronmental
5200E. Ave., NW Tradeoffs
Cedar Rapids, lA 52405
319/398-2243

9) Elwood Garlock Focus on Energy:
Taft Jr. High Sources/ Applications/
5200 E. Ave., NW Affects
Cedar Rapids, IA 52405
319/398-2243

10) Bill Gerlits Making of a STS
Franklin jr. High Film: Encounter
300 Twentieth St., NE

Cedar Rapids, IA 52402
319/398-2452

11) Frank D.Holland
Iowa City Alternative
School

509 S. Dubuque
Iowa City, IA 52240
319/338-8643

Simple
Machines

1 2) Gary R. Johnson Robots and
Grant Elem. School Such
254 Outlook Drive, SW

Cedar ''apids, IA 52404
319/398-2467

13) Larry D, Kettler STS; A Potpourri
Tilford Jr. High of Activities
13th St.

Vinton, IA 52349
319/472-4736

14) Elizabeth Koehn/ Reproduction
Barbara Snyder Module

West Middle School
600 Kindler
Muscatine, IA 52761
319/263-0411

1 5) Jerry E, Magrane Energy/Matter
Evans Jr, High Relationships
Chester St.

Ottumwa, IA 52501
515/684-6511

16) ElwynO. Maloy/ STS Unit: Solar
Steve Bartlett/ Energy, Home
Douglas Smith Efficiency, and Food

Lmn Marr jr. High . Science
3333 N. Tenth St.
Marion, IA 52302
319/377-7373

1 7) Alan J. Peck Model Sclar Homes
Ml. Pleasant Jr. High

400 N. Adams

Mt, Pleasant, IA 526*^41

319/385-9013

Deon Hortmon, Grontwood flreo education flgency, demonstrotcs houi to
access ed'Kational activities on the Project 4-9 computer system.

IS^C 223 37g

18) Beveriy A. Phillips Focus on
Mt. Vernon Mid. SchoolTechnology
First St. E A Basic Approach
Mt, Vernon, I A 52314
319/695-6254

19) Jeanne A. RogisProject Pumpk'n
Oxford Jet. Jr-Sr. Patch
Oxford Jet., IA r»2323
319/486-2721

20) Lind<'» Sliefert/ Energy Awareness
John Francis Cooperative Learning

West Middle School Activities
600 Kindler
Muscatine, IA 52761
319/263-0411

21) Jack Spore Seed Biotechnology
Mcnticello Jr-Sr. High

317 S, Maple
Monticello, IA 52310
319/465-3575

22) Denny White Force & Motion
Mt. Pleasant Jr. High Development
400 N.Adams Module
Mt Pleasant, IA 52641
319/385-9013

Industry Choutouquo
Des Moines • louio City

1) Susan M. Blunck STS Project
St. Augustin Elemental / School
4320 Grand Avenue

Des Moines, I A 50312

2) Rollie K. Bramhall STS Earth and
East High School Science
815 East 13th

Des Moines, IA 50316

3) Edward R. Brown STS Earth and
Bondurant-Farr Jr/Sr Silence
Third and Garfield
Bondurant, IA 50035

4) Judith Carlson Frequency and
United Community Vibration in
Route 1 Music
Boone, IA 50036

5) John Cisna Frequency and
Parkview High School Vibration
109 N.W. Pleasant in Music
Ankeny, IA 50021

6) Elwin L. Emery Usin« N!ew?p<iner
Woodward-Granger ^fs
Woodward. lA 50276

7) Sharon Fisher S(Mtbe!r Sc if '\ c
Meredith Transitional Schoop
4827 Madison Aw.

Des Moines, I A 50310

ERIC

«) Randolph Hp*^-
Brody Transi:
2501 Pnrk Avt
Des Moines, lA

9) Raymond J. Harden STS Speakers
Perry lunjor High
TOth & Willis
Perry, lA 50220

10) David Owen Hayes
S.E.Polk Jr. High
8325 N.E. University
Runnells, lA 50237

Science
Fairs

1 1 ) Gary lensen Energy Ethic"
Roland-Story Middle School

• 206 S. Main St.
Roland. lA 50236

12) Sharon Johnston Consumer
Webster City Ir. High Chemistry
740 Bank St.

Webster City, lA 50595

13) Jim Keegan
Manning jr. High
Manning, lA 51455

14) Jim Kubichek Nuclear Weapons
Ventura High School
Ventura, lA 50842

15) Cynthia Lehrkamp Comparison
Manning Elementary of past and
Manning, lA 51455 present

Technology

16) Margaret Long

Ma ning Community School
Manning, lA 52455

1 7) Therese Y. Lukavsky Inter-
Holy Family School dependency
1111 Garfield Ave. of people
Des Moines, lA 50316 & nature

18) Dick McWilliams Wealht^r
Grandviev/ Patk Baptist School
1701 E. 33rd St.

Des Moines, lA 50317

19) Charles H. Peikema Water
' Roland-Story Middle School

220 Main Street
Roland, lA 50236

20) Robert Hoy Technology:
Valley High School Past&
West Des Moines, Prebent
lA 50265

2V Edward L. Rezabek Science Fair
v^lidden-Ralston Community ^ch.
Glidden, lA 51443

22) John Rudisill S Science Fair
East High *^chool

E. 13th and Maple
Des Moines, I A 50316

23) James L. Seivers Chemistry
Weeks Transitional School Water
901 S.E. Park Ave. treatment plant
Des Moines, lA 50315

Teochcr/leoders €d Ruob^K Glidden-Rolstoo Communitv Schools (above),
ond Jim Gqu«$, UJestuiood School in Mopkton (see photo, poge 7), look on
OS secondary teachers complete a classroom acUvitiy. €d and Jim uiere por-
tidponts in lost spring's uiorkshops and are noui sharing their experiences
Uiith other teachers.

24)CeraldmeC Stripplmg Science
Manning community Sch. Project
Manning, I A 5 1 453 Guest
speakers

25) Prank P. Weibel
Nevein Jr. High
306 School Street
Ankeny,, lA 50021

Earthquake
Prediction

26) Janice L. Ziettlow Aerodynamics
hiiatt Transitional

1214 E, 15th

Des Moines, lA 50316

27) Roger Spratt Ecology of a
K-1 2 Science specialist birdbath&
1 20 S. Kellogg Genetic screening
Ames, lA 50010

28) Lynn Terrill
Central Jr, High
()th & Clarke
Ames, lA 50010

29) Fred Trumble
1406 Eastern

Red Oak, I A 51566

30) Steven W. Anderson
3500 Belmar Dr.

Des Moines, I A 50317

31) Ruth Durham Heat Energy
921 Elm

Correctionville, lA 51016

32) Eric A. Korpanty
210Corene Ave.
Waukee, lA 50263

Fossil fuel
Consumption

33) Marjorie Ranney Energies
802 N.W. Greenwood impact on
Anken',, lA 50021 society

34) Phyllis Rosendahl
3117 5. Nicollet
Sioux City, lA 51106

Water & Air
Pollution

35) Marle« Schmidt Energy Vioeo
1331 S. vlaple
Sioux City, lA 51106

36) Margaret Stoltzfus
1214 S. 2nd St.
Oskaloosa, lA 52577

37) Marshall Sclchilone
401 Ely St.

Woodbine. lA 51579

Nutrition

Energy
Sources

224 377

]H) Sheryl Matiern Enorgy-ljs(* iJv
SOSS S.E. 7lh Conservation
Des Moines, lA 50312

ERIC

39) Mary L. Brinkman
Box 2

Aurelia, lA 51005

Natural
Resources

40) Elaine Knudson Scientists
RR 1

Sergeant Bluff, I A 51054

41) Karen Holmes Bees STS
508 Glen Approach
Council Bluffs, lA 51501

42) Curtis Jeffryes
1216 N. Birch
Creston, lA 50801

Electricity

43) Karen Brocksmith Fossi! Fuels
17^3 E. 21st
^ Des Moines, lA 50309

^4) Naomi Hubbard
3535 S.E. 1st Ct.
Des Moines, lA 50309

45) Kristen Newton Fossil Fuels
122 Gunn Ave.

Council Bluffs, I A 51501

46) Phyllis A. Johnson
313 34th St.

W. Des Moines, lA 50265

47) Linda Munger Homes and
4607 Clinton Ct. Energy
Sioux City, !A 51106

48) Debris E. Ford Power Switch
2506 Jennings St.

Sioux City,, lA 51104

49) Rox«inneScovelle Weather
3628 Virginia Newscast
Sioux City, lA 51106

50) |im Calles
803 Ring

Mapjpton, lA 51014

' I J Morgan Mas'ers Nuclear i<t
2 1 () VVoodlawn Electric Energy
rhjriton, lA 50049

Marsha Storbakken
613 N. 22nd St.
Fort Dodge. I A 50501

Donna C. Terry
RR 1

Numa, lA 52575

Energy
issues

Light

54) KristopherCroff Nuclear Energy
803 Nebraska St.
Emerson,, I A 51533

S.")) Everly Post Enrrgy Activities
RR 1

Holstein, lA SI025

56) Rick Wahl
4319 Shirley
Omaha, NE 68105

57) Larry L. Kimble
Route 4, Box 88
Grant City,. MO 64456

58) Michael D.JacksonConservation
3221 N. 56th of Energy
Omaha, NE 68104

59) Sandra K. Adams Fossil Fuels
RR 1/22 Sandy Hill Dr.

Orion, IL 61273

60) Vicki Agee
Lake Keoman
Oskaloosa, lA 52577

61) Stephanie Altholz Energy
RR 1 , Box 369-A Conservation
Montrose,, lA 52639 &

Environment

62) Harold Asmus
203 W. 14th St.
Cedar Falls, lA 50613

63) Marilyn Atkinson
1846 B. Ave, NE
Cedar Rapids, lA 52402

65) Steve W. Bateman Energy
2661 Maryland Dr. Efficient
Dubuque,, lA 'i2201 Home*;

66) C^ry Cedarlund Decision
922Karie Meadow Ct. Making
Waterloo, I A 50701 Process

67) Beverly Cook Energy
2012 E. 4th Conservation
Waterloo, IA 50703

68) Chris Day STS for
408 15th Ave. Classroom
Grinnell, I A 501 12 Teachers

69) Creig Dunlap
1904 Crantwood
Iowa City,, IA 52240

70) M. Kay Flannery Conservation
1 60 Ravencrest Dr. of Fossil Fuels
Iowa City, IA 52240

7 1 ; Colleen Coodenbour Energy
2625 Highview Ave. Production,
Waterloo, IA 50702 Use ^•

Conservation

64) Tom Aunan
RR 2, Box 75
Williamsburg, IA 52361

Calories

72) Del Holland
1039 E. College
Iowa City,, IA 52240

73) Barbara Kinneer
410F''-nklin
Burlington, IA 52601

Aerospace

Engines &
Energy

Jim Golles, lUestiuood School, Mopleton.

♦^'#>^^^<^ ♦♦♦♦♦♦♦

225

378

74) Shirley Locke
RR2

EHdyv.lle, lA 52553

75) lerYA. Mahieu
2029 15th St.
MolineJL61265

76) Robert D Meyers
1 318 Brentwood
Ottumwa, I A 52501

Making
Homemade
Batteries

Energy
Sources

77) Doris Ne^on Alternate Sources
RR2, Box 161 of energy

♦ Mediapohs, lA 52637

78) David Palmer Awareness of
802 Oak Park Blvd Environmental
Cedar Falls, lA 5061 3 Problems

80) Bill Rogiers Conservation &
1442 1 1th Si. Home Energy
Moline, IL 61265

81) Jeanne Rogis Energy Around Us
RR 2

Dewitl, lA 52742

82) Perry O. Ross Fossil Fuels
505 W. Clay

Mt. Pleasant, lA 52641

83) Betty Jo Rumer Consumption of
Box 457 Enorgy
Thornburg, lA 50255

84) EdSaeh;er New Health
1 909 De'wood Dr. Technology
Iowa City, lA 52240

85) Robert C. Schiffke Fossil Fuels
215 N. Rowe Lane

Box 63

Walcott, lA 52773

86) Ernest Schilier Energy flow &
RR 2 living organisms
Donnellson, lA 52625

87) Sindy Stiles
1202 N. 24th St.
Fort Dodge, I A 50501

88) Ralph Stuekerjuergen 9th Grade
37 Storms Ct. Science Course
Fort Madison, lA 50501

89) Janice Thorne Hot Air Balloon
3023 Sweet Briar Race
Iowa City, lA 52240

90) Gwendolyn Whittaker
826 Orleans

Keokuk, lA 52632

This publication is made possible
by grants from the Iowa Utility
Association, The National Science
. oundation, and The National
Science Teachers Association, and
originates from the Science Educa-
tion Center at The University of
Iowa. Because it is edited locally,
the contents do not represent the
opinions of the Sponsors, The
University, or the Science Educa-
tion Center,

Fossil Fuels Chautauqua Notes Staff:

Editor: Paul Tweed

Contributing Editors: Robert Yager
Jack Clark

Copy Editors: Carolyn Lewis

Jeff Kramer

CHAUTAUQUA
J^OTES ^^^^

SCIENCE EDUCATION CENTER

THE UNIVERSITY OF IOWA

759 VAN ALLEN HALL
IOWA CITY. IOWA 52242
319.353-3384

371)

226

CHAUTAUQUA
NOTES

VOLUME 2. NUMBER 2

SCIENCF EDUCATION CENTER
THE UNIVERSITY OF IOWA

OCTOBER. 1986

ERIC

Developing on STS StudonI Modol

^We conrinue to get comments
like, "What do you really want us
to do?" Basically, we are after your
creative ideas and the results of
your creative teaching. However,
we do want to publish summaries
and to collect the results of your ef-
forts in some way. Here we provide
the following format for your infor-
mation and continued use.
Preparation

- Select the STS topic, wrget the
grade level{s) and indicate the
nroDosed length.

blish the rationale for the
J topic in the course of
Judy; i.e., social relevance,
relatedness to the course of
study, appropriateness for the
student.

- Make an initial review of
resources, articles, materials,
people, organizations, agencies,
etc. Look for different view-
points.

- Designate an advisory commit-
tee willing to provide support
with the content and instruc-
tional components of the
module.

Module Framework
1. Coals and Objectives

- Identify the major purpoi>e(s) of
the STS module.

- Develop a working statement of
objectives, what student<i as
citizens will know., do., and
\alue as a result of this modi'le.

2 Conceptual Framework

- Identify the S75 Conccph which
will he used and re-
used throughout the module;
for example. <;v<items, trade«oiK.
wholism. tmw consltVils and
hfnit'i. unintended consc.
(|ut*n( ps.

- Develop the content outline of
three to «« \ iMin ideas about

the STS topic.

- Spv?city information and facts
that will develop the main ideas
of the module.

3. Approaches to Sequencing
Knowledge

- Arrange the content outline
with some thought to mstruc-
t'cnal tasks; local to global
concrete to abstract, present
contrasted with past practices,
simple to complex.

Instructional Component

1. Identify student resources that
are the nosf relevant. Include
newspaper articles, case studies,
and consider rewriting those
that need simplifying.

2. There are several instructional
design questions to consider in
the format:

- How to introduce the STS topic
to students so that they der^ry
see the relationship of
technological or scientific

developments to the topic's
social impact.

- How will students analyze the
STS topic? Consider developing
questions or a model to focus
their sea^'ch for infomation ana
decision making.

• W*ll you build in some choices
or must students do all module
activities?

3. Provide activities to involve
students in the community,
gathering data, participating in
activities and taking action. Ex-
pect students to share their fin-
dings and make use of media in
their reports.

Writing the Module

- Write the text so that you speak
directly to the sf Jents. Let
them know what they are going
to do in the particular section
of the module, the purpose,
and what the final outcome or
product should be.

Chris Dov from Grinr . 11 looks on os (R to L) My^o Moore, Doniel Cnglond, ond
Dove Kust explore the possibilities of rooking o !ightbulb« (Decoroh Choutou*

227

ERIC

Hooi STS fits Inio
lh« looming Cycl^

by Chris Day
Crinnell Middle School

The learning cycle is an excellent
guide to incorporate in your STS
plan. Here's how you coi.V 'jse it
for an STS activity.

A student is allowed to explore
after brief explanation with a hands-
on type activity. Questioning will
generate enthusiasoi and interest.

Next, an activity could involve in-
vestigating th(? relationship be-
tween a bulb and circuit— discover-
ing how the buib actually works.
First, breaking the bulb which leads
^into the exploration activity afi^".
and the cycle continues.

The application can provide • .
with additional opportunity to gain
insight into how they can apply this
new concept to society and
technology.

Extension into technology might
be exploration into how light bulbs
are mass produced. What advances
are being made in energy-efficient
light sources. This naturally leads in-
to energy conservation, its cost and
production. A final area to explore
could be careers that are related to
your topic. Guest speakers and
films are useful in this area.

Next, the teacher and students
generalize concepts and formulate
principles. This is where the transfer
of information meets appropriate
results.

The student next applies the con-
cept or skill in a mean^igful setting.
He sees the relevance of gener-
cilized concepts and skills and may
develop further activities or for-
mulate concepts which broaden to
a societal issue.

To continue the unit on electrici-
ty, one might pLin as follows: Con-
tinue with the concept— what Is j
circuit?

Plan an approp. late activity based
on their past experiences. An activi-
ty mi^ht be for the students to make
a small light bulb light.

Provide time for the exploro-
tion~()bser\ing and questioning.

Next, plan for invention. How
does this light hulb work? Is it ac-
tually part of the circuit?
Generalize: If electricity moves
along a givt'M path, then the f)ulh
must be part of Ihe path also.

You ran ^ee how a topic can
geneiati* in!»»rt'*»l AnA .ippK to Nslle^
with which students can cleul.

CHCr COM— A ll««xdininotim of
thm Ch^mbirv M«nu ^

Chemistry in the Community, or
CHEMCOM, is an alternative
chemistry course for the general
student at the high school level.
General students are those students
who do not intend to major in a
chemical science at a univer-
sity—the majority of our students.
They certainly shouldn't be
classified, however, as the silent
majority b€ *"'ise these are the very
students wk , as adults, may
become highly vocal about issues in
their .community involving
chemistry. They may understand
and appreciate little of either the
scope or limitations of the
discipline, but they will become the
decision-makers who, as tax-payin^^
citizens, will ultimately decide the
future.

CHEMCOM is a course where
students learn to understand and
appreciate chemistry while:

placing chemistry in its
societal context,

using chemistry to solve
everyday problems, and

recognizing chemistry as a
vitally signifiCz-int human
endeavor.

The course is structured around
issues in the community involving
chemistry. Chemistry is introduced
on a need-to-know basis only.
Note, however, this is a reah
chemistry course, not an uneasy
hybrid of chemistry and social
science that no one would feel
comfortable teaching. In a way it
could be considered a chemistry
appreciation course— a statement
made with some trepidation befoie
this group since you wouldn't want
to get the notion that the course is
the chemical equivalent of "Rocks
for jocks" or "Physics for Poets."
These appellations for alternative
science courses unfortunately carry
with them a negative connota-
tion—a suggestion of lower level ot
intellectual inferiority, of
undesirablity. Those of us mvo'ved
with CHEMCOM v^ould argue
fiercely that the course is not only
mr?Mectually rigorous but
c ho "nges students to rise to highc r
levels of cognition than the more
traditional (hemistry course.

Cf iEMCOM students are abked to
apply the chemistry they are learn-

ing in decision-mak'mg exercises
that require a synthesis and evalua*
tion of knowledge of some
sophistication CHEMCOM is not
watered-do chemistry— it is
perhaps a c..»c ent selection from
the chemical menu presented in
buffet style rather than as ban-
quet—our students slake their in-
tellectual appetites wiihout getting
overstuffed and experiencing in-
digestion! Too many of our
chemistry students leave high
school, and college, suffering from
mental indigestion which leads to
that often-fatal disease— chemo-
phobia.

It is a cop-out to claim that
students who fail or are not attractc-
ed to traditional chemistry classes
are the lower-level students who
aren't smart enough to study real
chemistry. As argued before, they
are the majority— perhaps as a
result ci some purposeful cosmic
equilibrium in favor of the non-
chemist. These students will run this
country— they will become lawyers,
politicians, trade union officials,
managers of larje and small
businesses, economists, accoun-
tants, voters. Yet, they aren't smart
enough to understand chemistry?
Poppycock! We, the cooks, need to
reexamine our menu.

CHEMCOM is such a reexamina-
tion. It presents the students with
real world issues and real world
solutions to problems. Chemistry is
Viewed as an evolving, essentially
dynamic process through which we
en ich our lives, while comprehen-
ding at least some of the mysteries
of the material world around us.

CHEMCOM examines the issues
of water pollution, mineral resource
management, use of petroleum as
both a fuel and chemical feedstock,
personal and world nutrition pro-
blems, uses of nuclear energy, the
effects of a^r pollution on air quality
and climate, the healthy body as a
chemic^-^' svstem in balance,, and
thp role and responsibilities of the
chemical industry. The laboratory

*ivities are an integral part of the
curriculum, as are the decision-
making activities which were refer-
red to previously. Much faniiliar
chemistry is retained, although the
students are exposed to If^ss
f)hvsical .nd more org.mic
UtintiiHUHl (in /'j^r h

228

3S1

H ontmuvd from Page 2)

chemistry than in more traditional
courses.

At present, the ACS is field-testing
the materials in 13 states involving
some 3,000 students and 64-plus
teachers. The initial responses
received from the field test have
been very positive— both students
and teachers are finding the
material to be challengins- the uni-
que presentation to be fun. Inciden-
tally, how many of you think it is in-
appropriate to have "fun" in the
classroom? How many of you know
what CHEMCOM means by fun?
Fun is defined as the "ah hah" ex-
fierience in the classroom, that mo-
ment when the penny drops and
the student has the "1 understand at
last!" look on his or her face. This is
fun for both teacher and student.
This moment happens when
students are Intellectuaiiy challeng-
ed, become intellectually involved,
and have an opportunity to be in-
tellectually playful. Most important-
ly, students have an opportunity to
experience intellectual success.

Does anyone really believe it is
inappropriate to allow our students
to experience intellectual success in
the chemistry clas*" 'Om?— or any
classroom? Yet, often ^his is
what we do when we try to prepare
the majority of our students if
they were all going to become
chemists when most of them will
not become any kind of scientis^
CHEMCOM is attempting to put the
intellectual success back into
chemistry for many more of our
students and, hopefully, with the
support of the teaching profession
over the next five years that is exact-
ly what the ACS will succeed in do-
ing. They hope, ultimately, to do
even more than that, to instill in our
students an intellectual appetite
that leads to life-long learning and
personal fulfillm**nt.
For more information contact:
The American Chemical Society
1155 Sixteenth Street, V.
Washington, D.C. 20C
(202) 872-4600.

•irthdoyt ofilM ScImUsU ^^^^^^

ERIC

By Amy Bruner
Each month we will publish a list
of scientists' birthdays submitted by
Sharon Johnston, a teacher from
Webster City jr. High School.
Discussion of the scienJst and
his/her accomplishments could be
an excellent way to make science
relevant to your students and to in-
corporate STS into your curriculum.
(For example: How H'd the scien-
tist's discoveries and the resulting

technology affect our society?) One
possible aaivity would be to have
each student responsible for the
birthday of one scientist. They
could research the individual
(library research), write up a
paragraph or short sior^^ on the in-
dividual (writing skills), and then on
the scic.'itist's birthday have them
give an oral report to th<? cla^s. This
is just one idea, but ther^ are many
other things you coulrl <

October

3
4
5
6
7
8

12
13
14
15

Otto Robert Frisch
Peter Hjelm 1746
Sir William Ramsey 1852
Julius von Sad s 1832
William Crawford Corgas
Michael Pupin 1858
Robert Coddard 1882
Nevil Maskelyne !732
Niels Bohrs 1885
Henri Le Chatelier 1850
Ejnar Hertzspring 1873
Emil Fischer 1852
Henry Cavendish 1731
Don D'Elhuyar 1755
Heinrich Olbers 1758
Ascanio Sobrero 1812
Robley Williams 1908
Sir Edward Sabine 1788
Evangelista Torricelli 1608
Asaph Hall 1829
Albrecht von Haller 1708
George Westinghouse
184A

17
18
19

20
21

23
24

27
28
2o

3u
31

Edouard Roche "820
Christian Schonbein 1799
Jean Delambre 1749
Orville Wright 1871
Sir James Chadwick 1891
Cenrge Ernst Stahl 1660
Herman Hellriegel 1831
Alfred Nobel 1833
Clinton T isson 18d1
Karl Jan* , 1905
Nicolas Appert 1752
Anton van Leeuwenhoek
1632

Heinrich Schwabe 1789
Henry Russell 1877
Rirhard Byrd 1888
Pitrre BerthfJot 182^
Jonc^s Salk 1914
Othnei! Marsh 1831
Hermann Kopp 1817
Sir Joseph Swan 1828

November

Balfour Stewart 1828

Jean D'Alembert 1717

Alfred Wegener 1880

He. ry Cellibrand 1597

Harlow Shapley 1865

Louis Daguerre 1789

Daniel Rutherford 1749

Mikhail Lomonosov 1711

Paul Sabatier 1854

Otto von Cuericke 1602

Leon Teisserenc DeP t

Edwin Hubble 1889

1855

Hieronymus Richter 1824

Fred Whipple 1906

Andrew Huxley 1917

Marie Curie 1867

Prospero Alpini 1553

Use Meitner 1878

Jahannes Van Der Waals

Edmund Halley 1656

1837

Christian Barnard 1922

Henry Moseley ^887

Carl Sagan 1934

Tsung-Dar Lee 1926

Andres Del Rio 1764

Julius Mayer 1814

Vesto Sliphcr 1875

Norbert Wiener 1894

John Rayleigh 1042

Anders Celsius 1701

Seth Nicholson 1891

John Hyatt 1837

James Maxwel 18'

Sir Robert Hadfield 1858

Robert Fulton 1765

Christian Doppler 1803

Leo Baekeland 1863

Ernst Chladni 1756

Sir William Herschel 1738

Smithson Tennant 1761

229

382

Uylng Ughtiy

From the Department of Education
nfv\sli»tter

U\it\K Ui^htly in (he Ctty, An en-
vironmentdl educaJion resource tor
Grades K-3. 4-6. and Lt\tng Lightly
on the PlamH, Grades 7-9 and
TO-12.

This curriculum/resource pro-
videb children with hands-on ac-
tivitieb that will build their
understanding ot and concern for
their environment. The urban en-
vironment ;s viewed, not as a
negative, non-vvilderness place, but
as a place where f)e()()le can learn
to have an influence on their sur-
roundings. The four volumes move
from the lower elementary grades
where the emphasis is on dibcovery
and enjovment. to the middle
elementary vears where transporta-
tion, land-use. water, recycling and
con-iumerism are explored. In the
junior and Senior High School
bookb. problems of increasing com-
plexity are studied such as ground-
water contamination, toxic wastes,
urban bpravvl. and diminishing
resouices. Each volume is divided
into several units with individual ac-
tivities to be infused into the stan-
dard subject areas. This inter-
disciplinary approach is designed to
"environmentalize" the existing
curriculum activities can be done in
the classroom, on the school
grounds, and in the immediate
neighborhood. The approach is
hands-on and the focus is on the
students' relationship to the earth.
Each unit consibfs of an introduc-
tory sheet highlighting u-:it
topics/activities, lists of concepts to
be taught, ways to introduce the
unit, student activities, and student
activity sheets. Objectives,
materials needed, time required,
and instructional strategies are pro-
vided for each activity.

For more information or to order
these books at $12 each (add
60<enl tax if Wisconsin resident
and $1.50/each postage and handl-
ing), contact: Living Lightly in the
City. Schlilz Audubon Center,, 1111
East Brown Deer Road, Milwaukee,
Wisconsin 53217.

ERLC

Dove Kust (ft) ond Don Cngkmd (C) put the Hnishing touches on their home-
mode light buib. (Decoroh Choutouquo)

Clossrooffi Corner
"Mere Rctivities for ^^^^
Oosiroom Teochers"

Cynthia Lehrkamp has developed
a unit for her 5th-grade class where
they compare technology of the
past with our present technology.
Activities included lie-dying T-shirts
using natural dyes, learning pro-
cesses for sur\'ival from a mountain
man (speaker), and interviewing
their grandparents to discover how
technology had changed since their
grandparents were children. Their
final activity was to design the
future living style of people in the
year 2020.

You can contact Cynthia at trie
Manning Eler.ientary School in
Manning, Iowa 51455.

John Rudisill incorporated STS
and Earth Science on n all-day
fieldtrip. The purpose the trip
was not only to show stt -ents earth
science-related sights, but to
demonstrate how technology has
affected their society. Some of the
Sights and topics discussed include
a detention basin: flooding, recrea-
tion benefits, construction used;
wind-powered generator: alter-
native energy sources, cost-benefit
ratios; and Pioneer Hybrid Seed
Company: effects of technology on
corn/soybean production. Each
community is full of examples of
how science and technology has af-
fected our society.

"0 383

Contact john at East High School,
East 13th and Maple, Des Moines,
Iowa 50316.

Sharon Fisher has put together a
physical science unit based on
"Seat Belt Science," a very ap-
propriate topic since our state
legislators recently passed a seat
belt law in our state. Topics in the
unit include forces in an
automobile collision, dynamics of a
crash, reaction time and second
collisions. The unit includes not on-
ly experimentation and math, but
also has a values component.

Contact Sharon at Meredith Tran-
sitional School, 4827 Madison Ave.,
Des Moines, Iowa 50310.

When Janice Ziettlow teaches the
principles of aerodynamics, she has
her students practice their problem-
solving skills by designing, develop-
ing and experimenting with
aerodynamic structures. The result
of their handiwork is then entered
into a category for competition.
Categories include time aloft,
distance,, aerobatics and aesthetic
design. During competition
students are required to discuss
what features of their plane aided
its diilance. time uloft. etc.

Contact Janice at Hiatt Transi-
tional School, 1214 East 15th, Des
Moines, Iowa 50316.

Molc« o Splosh wttti
ChromQloyophv

by Bonnie Barr
From CESI NEWS. Summer 1986.

Vol. 19 No. 4

One of the most remarkable
events of fall is the color change
which occurs in the leaves of
deciduous trees. Change is perhaps
the most consistent theme in
nature. Change may be either
reversible or irreversible. Some
changes which appear to be irrever*
sible can be reversed if special tests
are performed. Separating mixtures
pf colored pigments by
chromatography is an example of
such a change.

Activity 1

Use medicine droppers to add
several drops each of yellow, blue,
and red tempra paint to the center
of an 8'/2" X 11" sheet of paper.
Fold the paper in half and mix the
pdinls by rubbing the paper. Unfold

STS MmUaqs Abound

The Science-Technology-Society
approach to science education,
commonly referred to as STS, is
growing in popularity as educators,
.idminislrators, and parents realize
the need to teach science in a social
context, connecting science to its
technological applications and to
the social, environmental,, and
economic impacts of those applica-
tions.

Teaching about energy and
energy issues almost require this ap-
proach, and many long-term energy
educators may find all this fuss
ahout STS long overdue. But the in-

fteseorchers Needed

Two Exeter Conferences on
Dchool science education have
sou.^ht the advice of practicing
classroom science teachers from all
over the country. At each of them
teachers ranked science-
♦cc hnology-society (STS) education
hi^h on their list of concerns, and
the incrcMsing interest in STS today
.idds force to their conviction that
srs material should he made a pari
ill all introductory science courses
wherever possible.

Teacht»rs who add STS material
-^V^tfiiKiticalK to ihi*;*- courses
oppobi»(l to occasional comments

the paper and have students iden-
tify the colors that are now present
on the paper. Ask the students if
they think they can get the green,
orange, and purple colors which
now appear on the paper back to
the red, yellow, and blue. Your
question is likely to be met by a re-
sounding "No!". Tell students that
sometimes special tests must be us-
ed to reverse a change*

Give each pair of students a 1" x
4" strip of filter paper or a paper
towel. With a green water-soluble
magic marker place a dot about Vz"
from one end of the strip. Give each
pair of students a small baby food
jar containing about of water.
Have the students put a toothpick
in the top (opposite end from the
dot) of each strip of paper so thai
when the paper is suspended into
the jar, only the bottom edge of the
paper touches the water.

Water will climb up the paper
and dissolve the color. The green
dot separates into blue and yellow

spots with the blue (less dense) be-
ing higher on the paper.
Have the students use
chromatography to see into what
colors orange, purple, and brown
will separate.

Activity 2

Forcefully use the thumbnail to
eject a smear of green color from a
leaf onto a 1" x 4" strip of filter
paper about %" from one end..
With a toothpick, suspend the strip,
smear end down, into a baby food
jar containing %" of rubbing
alcohol. Make sure that only the
bottom edge of the strip touches
the alcohol. The alcohol climbs the
paper and dissolves the green color.
The color will separate on the paper
into green, yellow, and reddish-
brown sports. In the fall the green
pigments disappear, allowing the
yellow and red pigments to show.

Have students use chroma-
tography to separate the pigments
in a fall-colored leaf.

creasing nr (Onal attention should
help convert the skeptics and
unearth ideas for those of you who
(whether you knew it or not) have
been blazing the STS trail through
the years.

A number of conferences focus-
ing on STS education are scheduled
for the coming year. No doubt the
largest will be held this February,
organized by the Scierce through
Science/Technology/Society (S-STS)
program at Pennsylvania State
University. The Penn State program
is the largest STS effort funded by
the National Science Foundation

and is profiting from the momen-
tum of last year's tremendously suc-
cessful Technological Literacy Con-
ference in Baltimore.

Statewide and regional con-
ferences are fertile ground for STS
as well. Florida's FAST (Florida
Association of Science Teachers) is
holding their annual meeting this
month (October 16-18) with the
theme, "Thinking about Science
Technology and Socjety." Likewise.
South Carolina's llih Annual SC2
Convention is dubbed "Science-
Technology-Socieiy" and will be
held this November in Columbia.

and illustrations) are still a minority,
however. They tend to be (and to
feel) isolated, and they often have
difficulty locating appropriate and
tested societal and ethical material
with which they feel comfortable.
Their trp.ining as science teachers
does not normally help t.iem to
deal with value-laden issues, nor is
there even today a vvell-reroj^ni/ed
body of knowled^^e on how to
leach such material in a nience
classroom.

As directors of the second Exeter
Conlerence (June we are con-
sidering a project that will address

ERIC

this need. This notice is intended to
invoke your interest and your help.

What's involved? We are con-
sidering the formation of small
groups of science and social studies
teachers in neighboring schools
who wish to explore practical ways
of leaching STS material. The cen-
tral question: WHAT WORKS? Each
group will be cross-disciplinary but
foe ussed on a limited range of grade

els Following the successful
f)hilosof)hy of the Exeter Con-
NTences. each group will define its
own research protocol, gather
ut)ntmtiv(l tft} f\if:i' h)

231

3S4

I •'/'IllXilf/ l/OIII

materials, and share insights. If a
number of small groups of ex-
perienced teachers can brin^ their
varied experience and insights to
bear on a single common purpose,
we may expect significant insights
into the teaching of STS material.
The varied conclusions of the
groups will be analyzed, shared,
and published.

We will start small and seek fun-
ding for a one-year or two-year pro-
ject before going further. Our quest
for funding will turn on evidence of
interest on the part of teachers con-
cerned with the idea's of science-
technology-society education. This
may well be you!

If you are interested and we are
funded, please send a letter to
Richard Brincke^hoff. Be sure ♦o in-
clude name and school address,
grades taught, and teaching ex-
perience,

Richard F. Brinckerhoff

Department of Science

Phillips Exeter Academy

Exeter, NH 13833

Putur« Uforhshop ond
Convention Colondor

October 24-25. 1986

ICEC Fall Workshop, "Nature's

Kaleidoscope," Otlumwa. Iowa

October iO-November 1. 1986
NSTA Area Convention,
Indianapolis, IN

October 31 -November 1. 1986
Industry Spon«;ored Cl.autauqua,
Sprmgbook State Park Conservation
Education Center, Guthrie Center, lA

November 7-8, 1986
Industry-Sponsored Chautauqua,
Bettendorf. Iowa

November 10. 1986
Project Wild, AEA 7
Cedar Falls, Iowa

November 14-15, 1986
Project Wild, Great River AEA,
Burlington, Iowa

November 20, 1986

Make and Take Energy Workshop.

AEA 7 Cedar Falls. Iowa

November 20-22. 1986

SSMA Convention. Lexington. KY

November 21-23, 1986

NSTA Convention, Las Vegas. NV

December 3, 1986

Iowa's New Energy Program. AEA

7, Cedar Falls, Iowa

December 4-6. 1986

NSTA Convention,. Anchorage. AK

January 16-18, 1987

Winter Solstice, Conservatior,

Education Center, Springbrook

March 17, 1987

Project Wild, AEA 6, Marshalltown,
Iowa

March 26-29. 1987

NSTA National Convention,

Washington. O.C.

♦♦>#ChQUtQuquQ Notes Stofft^^^

Editor Paul Tweed

Contributing Editors: Robert Yager
Jack Clark

Copy Editor: Betty Dye

Photo Editor: Doug Ross

Ihiv iwblif .III! in m.Hl^- jMixMhle l>v v;Mnl'« l«tfn Iht- Uns.t

Uno.t H*t ^uM•♦^»^«ilIt^IocJHy the conli'oKilo no! rrptr
N<'nl jh4' i»|wnKin\ «if lh»* S|M»n«M» Th*» l»ni\i-rvitv "» the
S4 i»'ni »• Eilui .till in O nliT

CHAUTAUQUA
^ ^ ^ NOTES ^ ^ ^

SCIENCE EDUCATION CENTER

THE UNIVERSITY OF IOWA

759 VAN ALLEN HALL
IOWA CITY, IOWA 52242
319353-3384

CHAUTAUQUA
NOTES

VOLUME 2, NUMBERS

SCIENCE EDUCATION CENTER
THE UNIVERSITY OF IOWA

MARCH 1987

Know Where You Live, and Live There

As STS begins to assume an integral
part in many classrooms across the
state and throughout the nation, we
can now step back and assess the
nature of our programs. Where are
they headed? What perspectives are
they assuming? How can we improve
upon our existing STS programs?

One avenue of exploration' that
can give direction and help improve
STS prograrfis is the perspective of
bioregionalism. The term bioreglonal
is relatively new, not more than 10 or
12 years old, but it has opened up
alternative (or helped us integrate
new and old) territory in science.
"Bioregional'' comes from bio, the
Creek word for forms of life, and
reg/a t^tin for territory to be ruled.
Together, they mean a life-territory, a
geographical area where rough
boundaries are set by natural
phenomena, not human dictates,
distinguishable from other areas by
characteristics of flora, fauna, water,
climate, rocks, srMs, landforms, and
the human settlements and cultures

STS and the Bioregion

life itself. Ask the students in your
class and expect most of the replies
to be somewhat similar to these: in a
numbered house on a Street; in such
and such town; in a state or nation.
All of these are, of course, very ac-
curate to a degree, but they do not
encompass one of the fundamental
premises of our existence.

We all live some place; if s how we
interpret the place we live that
distinguishes the way we relate to it
and controls our actions towards it.
The bioregional perspective can help
students bridge the gap between
society and the natural worlds; it can
provide a framework for the study of
science-technology-society interac-
tions and their ultimate impact on
the local region the students live in.

A bioregion can be interpreted in
many ways, some of which would be
highly specific such as an area with a
specific natural vegetative cover, or it
can be a general area such as a
watershed, a valley, or a mountain
range. In Iowa, we could intrepret

"We all live some place; it's how we interpret
the place we live that distinguishes the way we relate to it
and controls our actions towards it "

these characteristics have given rise
to. If the concept seems strange, it
may be a measure of how distant we
have become from the wisdom and
insight it conveys.

The first question we mOst ask of
ourselves and our students is: Where
do we live? Since the beginning of
the industrial age, only about 200
years ago (and only about two or
three decades ago for much of the
world), the answsr to this basic Ques-
tion has been framed in more urban,
gj ist/ and technological terms,
er than in those of the process of

our bioregions in many ways also;
the Mississippi and Missouri River
watersheds are both in our state, as
well as numerous local watersheds
that drain into our eastern and
western natural river boundaries.

Any place is within a
bioregion— towns, villages, urban
metropolises, forests, lakes, and
farming areas are all contained
within a specific "region." The nor-
theastern section of Iowa, called the
driftless area, with its steep blu^s and
forest cover is distinct from the
prairie^pothble section of centraUrjd ^

233

northwest Iowa. The loess hills along
the Missouri River valley are very
distinct contrasted with the rolling
hills and river systems of southeast
Iowa. So you see, even our "tall corn
state" is made up of many natural
bioregions which can be explored,
investigated and reinhabited.

With the advent of bioregional
perspectives, many of our so-called
environmental disasters become less
frightening and more manageable.
For one thing, people don't usually
think of themselves as inhabitating a
specific region; therefore, they don't
have a working knowledge of how id
live there. People also do know that
their region's environment is being
assaulted and imperiled (Iowa's
groundwater pollution, the disposal
of toxic and industrial wastes, landfill
dilemmas and other relevant issues
come immediately to mind). Most
often, people feel these problems are
generated by forces they do not
understand and cannot control. The
notion of environmental health is
new in the public consciousness and,
thanks to the many problems we
now recognize, the public as well as
our students can be aroused and ac-
tively encouraged to seek solutions.
This is where STS and the bioregional

perspective meet and form a produc-
tive alliance.

Traditionally, science has been
presented a!> a body of knowledge to
be mastered, processes to concep-
tualize, and skills to be developed.
The STS approach encourages
teachers to move from the traditional
approach to a more relevant, local

surveys can determine waterflows,
hydropower sites, and runoffs, learn-
ing annual climatic conditions and
developing estimates of the full
potentials of solar, wind, and water
power; collecting biological profiles
of the area's native vegetation; and
studying human land-use patterns
and optimal settlement areas and ar-

'The phrase 'think globally, act locally'
can now begin to develop a whole new inipact/'

issue-oriented science, a science
students can experience, touch, see,
smell and fec'l. One may even call
STS a move towards making the use
of science meaningful to individuals
involved. But, is it meaningful for
students in your classroom to study
about the far-off effects of acid rain,
toxic wastes, or other large-spectrum
isbues? Can they relate it to their
lives? Or, would it be more closely
related to the students' needs if they
had the opportunity to seek informa-
tion and explanations about the local
regions in which they live, which
may in turn bring them to a local
perception of the effects of acid rain,
toxic wastes...? The phrase "think
globally, act locally" can now begin
to develop a whole new impact.

There are four central aspects to
developing an STS curriculum with a
bioregional perspective: 1) knowing
the land; 2) learning the lore; 3)
developing the potential; and 4)
liberating the self.

The initial task is to understand
place, to know the land, the specific
place in which we live. The types of
rocks and soils under our feet; the
sources of the water we use; the
paths of our refuse, liquid, solid, and
gas; the nature of our local weather;
the common insects, plants, animals,
and landforms; the times to plant and
harvest; what types of natural foliage
are edible, these are some of the
things that help us know our place.
The cultures of the people must also
be understood— from the early his-
tory of the area to the present, in-
cluding social and economic ar-
rangements of the area and their im-
pact on the region in the urban and
rural environments.

Much information is available, and
developing a local resource inven-
tory tor the region is a great way to
start. The local forest service or soil
conser\ation service .imps i\m be us
^ . ed to map the vegetative and
J C forested areas; checking hydrological

rangements. Ultimately, people
could develop knowledge that would
have impact on determining the
natural limits of a regions in which
sustainable societies could live.

Earlier people, particularly cultures
well rooted in the natural cycles of
the earth, knew a number of things
we through modern science are only
beginning to find out. Learning the
lore, the history of an area, is a
valuable tool in understanding your
place. Every place has a history, a
record of the human and natural
possibilities of the region. This can be
studied with a new outlook. A virtual
library of information is available if
we would recognize its value and
begin to use it. From collections of
oral Indian lore and folk knowledge,
to the values of herbal medicines,
methods and time of burning
prairies, the location and building of
solar houses for maximum gain, the
land-use history, and many other
natural and human resources, we
can gather information useful in our
quest of knowing our place.

Within a given region the develop-
ment of the potential to act in an im-
pactive manner becomes much
easier when we begin to know our
place. No longer do many of our pro-

blems and local issues seem out of
our control, we begin to see some
lugicaliy de ed solutions which can
be impJemonted locally. We ca/i try
to use the knowledge and ex-
perience we accumulate to for-

.234 387

mulate ways of living within our
bioregion. Developing a healthy rela-
tionship with our areas can be con-
strained only by the logic of necessity
and the laws of ecology. Acting to
improve our regions we are in turn
enhancing the quality of our com-
munities and learning that we can
have impact This is a point many
students fail to recognize when we
present them with their upcoming in-
heritance of global pro*jlems.

The final aspect of the bioregional
perspective is very closely associated
with the development of the region's
potential. In developing the region's
potential, we also liberate the in-
dividual's potential.

Within a region the students would
see their role as contributors to and
of being in control of interactions
with their immediate environment;
thus, helping them shape their own
destinies. The phrase, "There is
nothing I can do about it," begins to
fade into distant memory. Also,
working towards an understanding of
our regions necessitates a closer con-
nection with our local lands and peo-
ple.. Being connected, almost daily,
to pursuits related to our community
and the surrounding natural world
can help foster the values of coopera*
tion, participation, sodality, and
reciprocity which enhance individual
development.

The task of developing and in*
tegrating our STS programs with a
bioregional perspective is obviously
not easily accomplished. But, if you
think about it, many of us already are
doing things we could tag with the
label "bioregional," just as we were
teaching the STS approach before
anyone called it STS. The usefulness
of having a label for what we do is it
can help us provide a rationale for
our actions and develop a sense of
direction and purpose for how we
are teaching.

For more information on organiza-
tions developing bioregional
materials for classroom use and
general information about the study
of bioregions, contact: 1) The Planet
Drum Foundation, Box 31251, San
Francisco, CA 94131; 2) The Institute
for Earth Education, Box 288, War-
renville, IL 60555; 3) Sunrock Farm,
103 Gibson Lane, Wilder, KY 41026.

And don't forget, everything is con-
nected to everything else.

Paul C. Tweed
Editor

Emerging Principles for
-Successful STS Efforts-

fay Robert Yager
It seems clear that teachers who
experience STS with the most suc-
cess have approached it from some
perspectives that encourage such
success. These perspectives include:

1) There is no set of concepts
which all students should know
and which must be possessed
prior to involvement with a pro-
blem.

2) There is no student (even
though some seem so) who is
devoid of all interest in his/her

* surroundings. The trick is to
demonstrate that you (the
teacher) are really interested in
each student and his/her in-
terests. Many students have had
previous teacher/school ex-
periences and are convinced
that teachers/schools have
agendas that don't care about
each student.

3) There are multiple ways of ac-
complishing almost any task. A
premium can be put on in-
novative procedures and think-
ing. Such divergent views and
procedures bring a richness to
the class setting. They can also
excite teachers in a variety of
ways. The pressure is off being
the dispenser of information,
the organizer, the judge, the
jury, the policeman, the worker
(preparing instruc-
tional/laboratory materials).

4) Ideas and questions arising from
current events are more cap-
tivating and timely than the next
page or chapter in a textbook.
Other considerations of issues

can leac teachers and students
to textbooks for needed infor-
mation.

5) Success often means working
directly with parents, communi-
ty resource people, and school
administrators. Success with
STS does not come from doing
it alone and expecting everyone
else to be in awe. Success
•means building a community of
support and involving as many
people as possible in the ac-
tivities.

6) There is nothing wrong with the
lack of closure. Most important
questions are not "yes-no"
types. Problem resolution is bet-
ter than problem solving.
Science by definition is self-
correcting, and all knowledge is
temporary. So should it be in a
successful STS classroom.

7) Efforts/experiences in the STS
classroom need to be con-
nected to other school/home
daily living activities. Work on
real problems can not be con-
tained in one classroom,
demonstrated by one teacher,
for one or more class sessions
called science.

8) Successful STS situations in-
volve much student and parent
feedback. Evaluation must be
viewed as more than
testing— and more than scores
on typical standardized and/or
teacher examinations. In-
variably, these focus on
knowledge and ignore the other
important domains for science
and science education.

Mark October 9-10 on Your Calendar

We are anxious that all Iowa
Chautauqua participants from
1 984-87 (a total of 250) attempt to get
to Cedar Rapids on October 9-10 for
the "firsf' Annual Chautauqua Fall
Conference. We want everyone to
have continuing opportunities for
dialogue about STS and to display
new modules and demonstrate new
approaches.

We hope that the effort will be en-
dorsed by the State Chamber of
Commerce and that local chamber
support can be attracted to help with
teacher registration, travel, and lodg-
ing costs.

Exciting state and national leaders
will headline the major sessions.
Every Chautauqua participant will
leave with display and sample activi-
ty demonstrations. One or more
teachers will be selected for special
recognition with an expense-paid trip
to 1988 NSTA meeting.

We hope you are as excited as we
are with the Fall Conference plans.
We are delighted that the Iowa Utili-
ty Association will be providing the
major support for this event, which
will allow us to remain in closer com-
munication.-^^

STS Program

Funded as
Supplement to
Iowa Chautauqua
Program

Dr. John Penick has been awa ded
a new three-year grant from NSF to
help with STS efforts in Iowa. This ef-
fort will expand from the STS efforts
already underway as a result of the
Honors Workshop.

Sixty teachers from grades four
through nine will be involved in in-
depth short courses in applications of
biology, chemistry, physics, and
earth science for six days during the
summer. Twelve STS teachers from
past efforts will also be involved shar-
ing their successful experiences.
These twelve teachers will remain on
campus a second week as specific
plans for the academic year's pro-
grams are finalized.

Another 60 teachers (colleagues
from the same schools as those
represented by the 60 teachers in the
summer) will be added to the
Chautauqua-type courses in the fall.
A total of 120 teachers will thereby
be involved in introducing STS
modules into their 4-9 science pro-
grams. Short courses will be held for
two days at four sites in Iowa during
October. An additional day will be
arranged (a Saturday) during the in-
terim. A second two-day workshop
will be held in the spring at the same
four sites to allow teachers to share
the results of their STS experiences.
First reports of the modules and
evaluation reports with student data
will be completed at the end of
June— prior to a new cycle for
1988-89.

We all look forward to many
challenges of this "Iowa" effort.

ERIC

235

388

Technology as a Connection

The last issue of Education Leader-
ship included another "Trends" col-
umn authored by Dr. Robert Yager of
the University of Iowa. It is easy to
see this "trend" as orie that all Iowa
Chautauqua participants are a part.

Basic to the article is the overview
of recent trends in science cur-
ricuium content and the changes
research seems to be calling for. In
the past two decades, science
teaching has been dominated by a
movement which sought to interest
students intrinsicly by presenting
^science reduced to the basic con-
cepts and theories essential to each
discipline as accepted by mainline
scientists. Technologies, appiica-
tions, and relevant issues in science
were removed from the curriculum,
and students were forced to learn of
technology and real-world issues in
other arenas.

Research data suggest that these
science programs did not attract
more students, nor did they meet any
objectives other than standard
achievement and may have actually
worsened student attitudes toward
science (Yager and Bonstetter 1984,

by Doug Ross

Yager and Yager 1985).

Recent studies suggest that
technology and its related issues hold
more interest fot students than does
basic science; conversely presenting
science in its purest form in produc-
ing Iess-mo£ivated students (Voelker
1982). According to Yager, "We
should not assume that students can-
not appreciate and understand
technology without their first
understanding basic science. When
students deal with technological
devices or problems arising from
technology, such a context provides
concrete examples, built-in motiva-
tion, an action component, and a
relevant real-world dimension.
Within that environment, skillful
teachers can lead students to ap-
preciate the crucial role of science in
understanding devices we encounter
in daily living and in resolving
specific problems. Instead of
teachers and textbooks expounding
on the importance of knowing basic
science, students seek out the
knowledge because they first see the
need and the value of such informa-
tion through direct experience."

The article concludes with ex-
amples of schools utilizing these
ideas in programs dealing with real
problems associated with dried
foods, solar energy, air pollution in
closed rooms, toxic wastes in the
community, and heavy metal pollu-
tion in the home. These programs are
also providing students the oppor-
tunity to interact with parents, com-
munity leaders, and school person-
nel, cultivating their science ex-
periences far beyond that of a tex-
tbook, a science classroom, and the
expertise of a single teacher.

References

Yager, R.E. "Technology as a Context for
School Science." Education Leadership 44, 5
(February 1987): 94-96.

Yager, R.E. and S.O. Yager. "Changes in
Perceptions of Science for Third-, Seventh-,
and Eleventh-Grade Students." lournal of
ResearL,! in Science Teacher 22, 4 (1985):
347-358.

Voelker, A.M. "The Development of an Anen-
tive Public for Science: Implications for
Science Teaching." What Research Says to the
Science Teacher, Vol. 4. Washington, D.C.:
National Science Teachers Association, ^iSTA
#471-14784, 1982.

Ignorance, a Good Place to Start

ERLC

A major problem has been iden-
tified with the typical high school
science teacher. The "typical"
teacher is reported by only 15 per-
cent of his/her students to ever admit
to not knowing. Eighty-five percent
of all llth-grade students feel that
their science teacher never admits ig-
norance—that he/she knows all.

Research also illustrates that most
students (75 percent on the average)
will report observations predicted or
provided by their teachers, even
when the observation is false. Ex-
periments where teachers have pur-
posefully given erroneous informa-
tion invariably illustrate the power of
the teacher— power stronger than ac-
tual student observation of nature.
This is an alarming situation for the
school environment— particularly
alarming for the science class.

One of the exciting discoveries of
our studies of exemplary science pro-
ems is the fact that half of the
iudents report that their science

by Robert Yager

teachers freely admit to not knowing.
These science teachers are seen as
people who are curious, or are not ill
at ease in a situation where they do
not know. This is an extremely im-
portant point for successful STS
teachers.

in an STS setting, the teacher is a
facilitator, a guide, a co-inve^tigator.
He/she is not the answer-place, the
source for all knowledge, the guard
to assure coverage of the important
knowledge, the determiner of the
knowledge students must possess to
pass the examination the teacher
decides to gi/e.

Ignorance is the starting point for
science. The scientist becomes
curious about something he/she does
not know.. Actions are then taken to
lead to some knowledge and less ig-
norance. If questions— those without
quick and obvious answers— can be
used as places to begin, STS science
is in evidence. If information is need*
ed from a variety of sources, STS is in

236 3 S3

evidence. If we begin with ignorance
(the lack of knowledge), but move
toward knowledge, we have
evidence of si ccessful STS teaching.
In fact, the lack of teacher
knowledge but the willingness to
model doing something about it is
the way an excellent teacher can
provide a model of real sciencing.

p-Comer

o
o

loan McSbane
lefferson School
Davenport, Iowa
4'6tb Grade Science

Commercial Toilet Tissues
and Their Effects on Water
Flow and Pollution

In this unit, students explore the
following questions: How does a
toilet work? Which commercial drain
openers work best? How do these
products pollute the water in and
around Davenport? Does cost afreet
th^ product quality and its ability to
dissolve? Which products should be
purchased to meet the water-quality
:>tandards and household needs of
the area? The class discusses what
they already know about paper pro-
ducts, chemicals, and pollution, and
what they need to know so that they
can intelligently and wisely choose
the be5t products. Using a real, work-
ing toilet, installed by a plumber, the
class performs experiments to deter-

mine the best drain opener to use on
a plugged toilet. Finally, the class
visits the Davenport Sewage Treat-
ment Plant to learn about sewage
treatment.

Norma Jones
Mark Twain Elementary
Bettendorf, Iowa
5tb Grade Health

Nutrition

The students examine sources of
principal nutrients, functions of food
in meeting life-long body needs, the
components of a balanced diet, and
potential influences on nutrition.
Students compare various diets ac-
cording to nutritional requirements
of individuals, and they interpret
physical and mental consequences of
a poorly balanced diet. Students
study the different methods of food
preparation including preservatives,
microwaves, convenience foods,
canning, fertilizers . . Lastly,

students examine world problems of
population and crop production as
related to nutritional health.

Keitba /. Herington
Garfield Elementary School
Os/ca/oosa, Iowa
5th Grade Health

Our Bones and Muscles

The proposed length of this twa
part unit is 12 days. For each part a
learning center is developed and us-
ed as a growing display. Students see
films on bones, discuss bones from
the chapter in tha text, learn at least
23 main bones in the body, and
develop questions to ask a chiroprac-
tor. During part two, "Muscles,"
students watch films, do experiments
on muscles, invent a device that
society could use that would help
people with bone or muscle pro-
blems, and develop questions to ask
an athletic trainer.

Science Technology and Society

Making the Science Classroom and Lab

Accessible to Students with Disabilities

The accomplishments of more than
1000 working scientists with
disabilities and the historical con-
tribution of such disabled scientists
»is Albert Einstein, Charles Steinmetz
and Thomas Edison attest to in-
dividual strategies for overcoming
barriers in the laboratory and science
classroom. Most schools and colleges
Have made some effort to provide ac-
^.essible labs and classrooms, making
the pursuit of education and careers
in laboratory sciences a completely
viable option for interested disabled
students. There are now many ac-
ceptable, cost-effective ways to make
'aboratories and science classrooms
iiccessible.

The HEATH Resource Center
operates the National Clearing-house
on Post-secondary Education for
Handicapped Individuals and serves
*is an information exchange about
educational support services,
policies, procedures, adaptations
and opportunities in many educa-
tional centers. The following
resources are just a few taken from
the HEATH fact sheet entitled "Ac-
^"?ss to the Science Lab and

ERIC

Classroom." This fact sheet was
prepared to encourage high school
and post-secondary student, /acuity
members and administrators to
recognize the problems, solutions,
and rewards of providing laboratory
access.

American Association for the Ad-
vanceivent of Science (AAAS), Project
on Science, Technology and Disabili-
ty, 1333 H Street, NW, 10th Floor,
Washington, DC 20005. Focuses at-
tention on the need for improved
science career information and
education for physically disabled
youth.

Database resource titled
"Resource Directory of Scientists and
Engineers with Disabilities." This
directory lists biodata on scientists
and engineers with physical im-
pairments. These scientists have
identified themselves as willing to
serve as advisors to disabled students
and as consultants on a variety of
subjects. Requests for referrals from
the database can be made by writing
or calling AAAS.

"Scientific and Engineering
Societies: Resources for Career Plan-

ning," Editorsfvirginia Stern and
Martha Ross Redden, 1980. This
publication offers counselors and
students an overview of the wide
range of career possibilities and the
level of education required in
science and engineering based on in-
formation provided by 82 profes-
sional societies. To order, prepay $6
to AAAS Sales Dept. at the address
above.

National Science Teachers Associa-
tion (NSTA)

"Science for the Handicapped: An
Annotated Bibliography." This is a
source of articles written through
1980. For more recent articles, NSTA
will provide an updated supplement.
Write to NSTA, 1742 Connecticut
Ave., NW, Washington, DC 20036.

You can receive the HEATH fact
sheet free of charge by writing to:
HEATH Resource Center, One Du-
pont Circle, NW, Suite 670,
Washington, DC ?0C3o.

237

ERIC

To become more aware of the
energy usage around us, we must be
.ible to communicate about energy.
Developing an "Awareness Wheel"
ran aid in learning how to com-
municate knowledge of energy (or
any topic). The Awareness Wheel
will be composed of five areas as
bhown in the diagram.

1. Facts or Sense Statements:

Making sense statements is the skill
of describing what you see, hear,
touch, taste, and smell. It's the skill
reporting on the sense data you
receive. The essence of making a
sense statement is being specific. The
more specific the sense statement,
the more useful it is.

Sense statements provide descrip-
tions of situations from the past,
report observtions about the present
moifient, or anticipate future cues. In
doinG so, they supply data to
"what," "where," "when," "how,"
and "who" types of questions.

2. Thoughts, Interpretations^
Perceptions

Interpretive statements can be
made simply by saying what it is
you're thinking/ believing, assuming,

. .They need not be vague, general,
illusive; rather, they can be clear,
concise, and focused if you ex-
perience them this way. Be careful,
though, to speak about your own
awareness, to identify your thoughts
js being your own. Disclosing inter-
pretive statements by speaking for
yourself, you are saying to your en-
vironment:

--This is my thinking at this point in
time and is subject to change with
new data.

—I'm examining and testing inter-
pretation with my own experience
(awareness). They are situation-
bound and not true for all time.

—I'm appreciating my own uni-
queness rather than my rightness and
wrongness.

—I am in charge of my own mean-
ings—I can see and propose alter-
native meanings too.

—Finally, my interpretation of a
situation is not the way the world is,
it's the way I am organizing what I
see and hear at this point in time.

3. Making Feeling Statements

In order to make feeling state-
ments, it's important to begin by
recognizing that the feeling is
yours— that it belongs to you.

- Awareness Wheel -

by Ann johnke

Recognizing your own feelings is the
first step. Simply say, "I feel. . ." or
"I'm...."

4. Making Intention Statements

Intention statements let others
know what you want short range or
long range. Statements will begin
with "I want... I'd like... I in-
tend. . ."An intention statement is a
way of being direct about what you
would or would not like for yourself,
or about what you would or would
not like to do.

5. Making Action Statements

Making action statements simply
involves describing your actions^
your behavior to others— what you
have done, are doing, or will do. An
action statement puts words to some
of your behaviors in a simple,
descriptive way and are often ex-
pressed using "being" verbs— was,
am, will.

Action statements also let other
people know that you are aware of
your behavior.. Disclosing awareness
can be a way of saying that I care
about the impact my behavior has on
the environment. It's one way of say-
ing, "You're important to me."

Action statements about the future
are particularly important because
they involve commitment to doing or
not doing something. Making a
future action statement means you
let others know what can be ex-
pected from you. By carrying out the
action, you can increase trust by
showing reliability.

Awareness Wheel Exercise

After becoming familiar with the
five communication skills, we are
ready to start applying them. The
following illustration is helpful in
understanding how we com-
municate from ourself through the
five skills to an interaction with our
environment. The self within us may
have a topic, issue, conflict, or anger
to communicate with the people,
animals, machines, objects in our en-
vironment and we do it as follows.

Use the following for a worksheet
before beginning your wheel.

MY TOPIC IS:

1. FACT STATEMENTS. What did I
sense— hear, see, smell, feel, say?

2. THOUGHTS, INTERPRETATIONS,
PERCEPTIONS. How did I interpret
the facts?

3. FEELINGS. What did I feel-what
was my emotional reaction.

4. INTENTIONS. What did I intend,
want, or need?

5. ACTIONS. What did I do? What
was my behavior or actions?

PROBLEMS:

Your family has decided to pur-
chase an ulterior energy source to
heat your family room. The sources
they are considering are solar panels,
a kerosene heater, a wood-burning
stove, or a fireplace. Choose one of
these heat sources, do some research
and investigation, and show how you
would communicate your awareness
about your chosen heat source.

environment
(people, animals,
machines, objects)

238

391

Name/Address

Iowa Chautauqua

•Storm Lake Project Updates-

Profect

Larry Beeson

North High School
Sioux City. Iowa
Grades 9-12

ludy Bierman

Webster Elementary

School
Cherokee, Iowa
Grade 4

Karen Sleeker

bheldon Christian

School
Sheldon, Iowa
^rade S

Beth Bretthauer

Boone Valley School
Renwirk, Iowa
Grades 3-4

Steve OeRocher

Eastwood Middle

School
Gushing. Iowa
Grades 6-6

Hugo C. Oenker

Denni»>on Middle

School
Ot^nnison. Iowa
Grade 8

Larry K. Eckard

Clav Central School
Royal. Iowa
Grade 6

Bob Fertig

Woodbury Central

School
\1ov ille. Iowa
Grades 6-8

Linda Fiske

b.)Stwood School
Cushing. Iowa
(irjde 5

Pat Fredrickson

Webster Elementary

School
t horokee, Iowa
( .f.ide 4

Marjorie Frisbie

K<K)>eveh Middle

School
( ht-rokee, Iowa

Randy W. Graff

^P»r<t Lake School
N"r«t Lake Iowa
^ i'.ules d 9

I isa Holtze

A i^hinmon School
••u\ c ifv Un\a
. ,Jt S

\nn lohnke

n low A

Biomedical Concerns
--Medical Tech*
nology

Energy Present and
Future-- Allemallves

Energy Knowledge
and Awareness

Fossil Fuel and
Natural Resources

Basic Science 'PlanI
Problems)

On Principles of
Flight

InvenlionAValer

On STS Class Com-
parisons

Electricity and Alter-
native Enefgy Sources

Energy Present and
Future— Alternatives

Awareness of Energy
Conservation within
a Community. Con-
sumer Education

Human/Health/*
Disease

Energy Unit

CunH'rvatioir Hi*al.
tli^'iruilv. v\.iter

Mike Kobiiska

Boone Valley School
Renwick, Ic.a
Grades 3-4

Eric L. Larsen

Anihon-Oto School
Anlhcn, Iowa
Grades 9-12

Conseivation

Cancer

Harley R. Lehman Add Rain

Webster City Jr. High

School
Webster City, Iowa
Grade 8

Harlan Meints

CharterOakUTE

School
Charter-Oak, Iowa
Grades 7-9

Sheree Pandii

Fair Oaks Middle

School
Ft. Dodge, Iowa
Grade 6

Nancy Parrott

Mendan— Cleghorn

Comm. School
Meridan, Iowa
Grades 5-6

Rebecca Phipps

Roosevelt Elementary

School
Cherokee, Iowa
Grade 5

Edna Tonner

Sanborn Community

School
Sanborn, Iowa
Grade 4

Harold Troyer

Gilmore City-

Bradgale Schools
Gilmore City, Iowa
Grades 5-6

Machines

Fossil Fuels, Electrici-
ty, Alternative
Energy Sources,
Energy Patrol, and
Energy Exposition

Fossil Fuels and
Alternative Energy

Inventions

Conservation and
Pollution

Energy— Past, Pre-
sent, Future Conser-
vation and Alternate
Sources

Editors Note: The February
issue of Chautauqua Notes —
Vol. 2, #5 was mistakenly label-
ed lanuary. Vol. 2, #4 This was
because of a small error due to
the weather.

Iowa Electric
Plans
Science Seminar

(with emphasis on
Health Phi;sics)

November 14, 1987
IE Tower, 6th Floor Auditorium
Cedar Rapids, Iowa
8:30 a.m. - 4:30 p.m.

Iowa Electric is sponsoring a one-
day seminar in the IE Tower 6th floor
auditorium on Saturday, November
14, from 8:30 a.m. to 4:30 p.m. There
will be preregistration to limit atten-
dance to the seating capacity (100) of
the Reddy Room for a catered lunch,
but no registration or lunch charge.

Registration will be carried out in
cooperation with the three Area
Education Agencies.

The final portion of the program is
to be a "Hands-On" opportunity for
the teachers to use Geiger counters
and other health physics equipment
at several work stations, planned and
directed by Training Center person-
nel. During this time, the teachers
would tour the System Control
Center in a series of small groups.

PURPOSE: 1) To broaden the inclu-
sion of energy information in the
science curriculum through teachers'
understanding and involvement; 2)
To foster a positive attitude toward
electric energy production.

OBJECTIVE: To hold a one-day
Science Seminar to present informa-
tion about the generation of electrici-
ty, with emphasis on those con-
siderations unique to nuclear power
plants.

TARGET AUDIENCE: Physics,
chemistry, biology, and natural
science teachers in schools served by
the Area Education Agencies located
in Cedar Rapids (Area X), Mar-
shalltown (Area VI), and Waterloo
(Area VII).

ERLC

239

392

STS Modules

The second National
Technological Literacy Conference
was held in Washington, D.C., last
month. Nearly 800 STS enthusiasts
from across the U.S. were in atten-
dance. This number doubled those
involved during 1986. The con-
ferences were quick to sense the in-
ternational impetus for STS and
openly discussed the problems
associated with school and college
science teaching with focuses on
knowledge only.

Emphasis included our nation's
bchools and colleges introducing
new courses and programs to assist
students in grasping the technology-
laden issues shaping their lives;
technology, like the arts and
sciences, is a rich field for human im-
dgination. The accelerated pace of
technological change outstrips the
nbilities of both citizens and
lawmakers to remain abreast of
technology-laden issues.

Chautauqua Notes Staff:

Editor: Paul Tweed

Contributing Editors: Robert Yager
Jack Clark

Copy *=ditor: Betty Dye

Photo Editor: Doug RojjS

( t>i(U Awm^lMin THf NattOflJl Sci^ncr F()UndJtK>n jnd
Njiuinjl Sirn<p Tpjcht^rt A«MXiatK>n and ikMginJtn
tiun the V<frH<* (i1u<,ition Cfolff jt Thr Uni>iTMty ol
8«H 4u>r il n rdilr<i tcM jiiy ihr ronlmti du rxx rrprr-
«« ''I l^« ((»«nMin« ui iht* ^()(>nM>(\ Thi* l'rMvi*r\ilv or the
• I «• (rtin Jhon CfntPf

Future Workshop
and Convention
Calendar

September 24-26, 1987
NSTA National Convention
Salt Lake City, UT

October 9-ia 1987

Annual Fall Chautauqua Conference

Cedar Rapids, lA

October 15-17, 1987
NSTA AREA Convention
Miami Beach, FL

November 5-7, 1987
NSTA Area Convention
Pittsburgh, PA

November 19-21, 1987

NSTA Area Convention (and CAST)

San Antonia, TX

Chautauqua
Follow-up
Meeting

May 1-2, 1987
Springbrook State Park
Guthrie Center, lA

Tht courst number for this year's
Chautsuqua short courses Is
7S:251 — Preparation of Cur*
riculum Materials In Science, for
3 s.h. credit.

Birthdays
of Scientists

April

William Harvey 1576

Francesco Maria Crimaldi 1618

Hermann Vogel 1842

joseph Delisie 1688

Sir William Siemens 1623

Walter Sutton 1677

Joseph Lister 1827

William Miller 1801

james Watson 1926

Meivin Caivin 1911

Johann Schweigger 1779

Charies Steinmetz 1665

Paul Herouh 1663

Marcedonio Melloni 1798

6ruch Heezer 1924

Georges tJrbain 1672

Sir Robert Watson-Watt 1892

Christian Huygens 1629

Hans Oersted 1777

Friedrich Struve 1793

Leonardo Da vinci 1452

Wilbur Wright 1867

Joseph 61ack 1728

Errest Solvay 1636

Giovanni Battista Riccioli 1596

Mauric Goldhaber 1911

Gastav Fechner 1801

Glenn Seaborg 1912

Phillippe Pinel 1745

Percy 6ridgman 1 882

Luigi Palmiert 1807

Immanuel Kant 1724

Max Karl Crnst Ludwig Planck

Jean Marignac 1617

Marchese Gugiielmo Marconi 1674

Sir Owen Richardson 1679

Samuel Morse 1791

Wallace Carothers 1696

Francis 6aily 1774

Jan Ooft 1900

Forest Moulton 1672

Harold Urey 1693

Claude Shannon 1916

CHAUTAUQUA
NOTES

m mm ^ ♦♦♦♦♦^^^^^♦^

SCIENCE EDUCATION CENTER

THE UNIVERSITY OF IOWA

759 VAN ALLEN HALL
IOWA CI7 .\ IOWA 52242
?'i9-b35.1190

Bulk Rate
U.S. Postage

PAID

Permit No. 209
Iowa Clty» Iowa

3!)3

240

CHAUTAUQUA
NOTES

SCIENCE EDUCATION CENTER
VOLUME 2, NUMBERS THE UNIVERSITY OF IOWA JUNE 1987

STS Classroom Characteristics: Before and After

by Paul Tweed
The school year has come to a
close! I trust all are 'eady for that re-
juvenation - /ecall summer vacation.
As we begin to let 1986-87 fade into
memory, hopefully saving the suc-
cesses for future use and learning
from our failures, we are looking
towards the next group of students
and the next school year. Sadly, for
those of us who enjoy the beach,
camping, vacations, and summer in-
services, September will arrive all too
soon. The question is; Will we be
ready?

Judging by the products received
from this year's Chautauqua par-
ticipants, much new and exciting
teaching and learning has taken
place around this great state (and
over next door in Illinois). By the
way, those of you who haven't sent
in your final project or your outline
had belter hurry up; the deadline
approaches.

Anyway, most of our 1986-87

group has^had a taste of SfS oruJ how
it can positively affect science
teaching and learning.

This brings me to the point of this
article. During the spring follow-up
sessions, an activity colled
"Classroom Characteristics Before/
After" was conducted at three of our
locations— Springbrook, Beltendorf,
and Storm Lake. This activity took the
form of a discussion in wliich tlie
teachers pointed out changes in their

behaviors, the students' bcluiviors,
and any other noticeable cliange in
the science program brought about
by the introduction of tlie STS
philosophy presented at the foil
Chautauquas. These activities were
facilitated by different leaders at each
site so as to insure no leading ques-
tions or directing to illicit correct or

expected responses. So, therefore,
each group generated an indepen-
dent list of before/after
characteristics.

The intention of thii exercise was
to "find out" (here we go again, in-
vestigating something) if there are
any universal attributes of an STS cur-
riculum, or characteristics which ap-
ply to most, if not all, STS teaching/
learning situations.

Since each list (see lists one, two,
and three) was generated by a

separate group of teachers led by dif-
ferent individuals at each site, and
each group of teachers was com-
prised of a variety of individuals from
schools of all sizes and locations, it is
safe to postulate that the changes
brought about by the introduction of
STS occur generally in nearly all 70
schools involved in the experiment.

From the responses of the teachers, STS science opened up
options for the cicissroum that were no . -existent before.

Characteristic: Before and After S/T/S
Before After

Bettendorf Chautauqua March 13-14, vn\7

1. Teachers were dependent on lexl and
manuals for activities and unit material

2. Students bored, unmotivated

Teachers were one-way disseminators of
ki Jwledge

Class seemed to generate little interest in
science

Science was "only" science from the book

ERIC

8.
9.

10.

1.
2.

3.
4.

6.
7.

10.

11.

12.

13.

14.
15.

16.

17.

Labs consisted of following recipes with
little input from students
No real application of knowledge conveyed
in class

4.
5.

Teachers became less dependent on lexl and
manuals for material and followed the concerns
of the student. Increased teacher resource
knowledge (awareness and usage of them)
Hcud to turn kids off: Increased motivation and
jnleresl— some kids staying after school to work
on projects

Students finding knowledge and information.
Teaching more of a facilitator two-way com-
munication of information via effective ques-
tioning

Students bringing in ideas and questions to
investigate

integration (cross-disciplinary): easy to incor-
porate other disciplines involved in science
(read/wrile/graph/elc.)
Students designed and carried out labs

Little contact with people outside school
Parenis only seen when conferences called
Class becomes routine and sometimes dull

7. More realized application of science and in-
creased interest in science application with
responsibility

8. Definite increase in community involvement
and respect for community service personnel

9. Increased parental interest in what is going on
in school; they are involved with students

10. Increased teacher/student enjoyment through
discover learning
Storm Lake Chautauqua February 27-28, 1987

Time for science class; get out books
Children falling asleep with traditional work-
sheets and books
More "formal" approach
Hated science and weren't going to do
anything

Low achievers did poorly
Poor attitude in many students
Behavior problems

Te?chers felt uncomfortable when saying, "I
don't know"; teacher as "expert"

Jille active involvement by students

do through motions— take notes

Students telt science was a wo'thless use of
lime

Many parents' attitudes: "That's why I send
you to school! Let teacher teach you!"
Experiments/projects: "Why should we try?
It won't work anyway!"
Science was isolated

Other teachers have set routines and stay in

their "own" classrooms

Only use one science book and certain core

units

Definition/vocab'ilary memorization

1. Eager enthusiasm; students begin work

2. More motivation and student-initiated activity

3. Use of imagination and equipment

4. Favorite subject now

5. Low achievers were involved; raised grades

6. Students have better altitudes towards class

7. Behavior problems subside change of "heart"
and mind

8. Teachers felt comfortable telling students, "I
don't know, but let's do some research";
students as "researchers"

9. Much investigation and challenges; students in-
volved in class

10. Bring in newspaper articles, current topics,

news items, students initiate study and investiga-
tion

n. Students developed a sense of pride in their
class and accomplishments

12. Parents are learning and are positive; they are
active participants

13. Failing as well as successes can occur

14. Integrate science in all curriculum areas

15. Other teachers are involved; team teaching and
cooperation is greater

16. Other re<iources, tapes, kits, made own skits,
no- n)apers, guest speakers, etc.

17. Terminology can be incorporated intuitively as
needed

242

395

18. Very few read newspaper, magazines, listen
to news, etc.

19. "I hate going to Jabs"

20. Have to do worksheets and tests

21. Limited amount of space, equipment, etc.

22. "Could we have longer to do the project?"

23. Grades easier to give (daily grades and tests)

24. Students in own "comfortable, non-talkative"
world

Springbrook Ch;

1 . Use of textbook

2. Textbook tests

3. Boredom ^

4. No money for equipment

5. Little to no community involvement

6. No one reads newspaper, articles, etc.

7. No awareness

8. Elementary people have little or no idea of
what junior high/high school teachers are do-
ing (or even care)

9. Low test scores

10, Students/teachers stifled by information

11. Book-oriented instruction

12. Too much teacher-time preparation

13. Teachers didn't give students credit for what
they knew

14. LiUle or no administrative support

15. Teacher spoon-feeding information to
students (some teachers would never say "I
don't know!")

18. Discussions on current societal issues; students
brought in activities on their own

19. "I wonder what we get to do in lab today"

20. "Hands-on" activities and real investigations

21. Still nrcd more space for projects, activities, etc.

22. Project deadlines met earlier

23. Determination of grades is more difficult

24. Cohesiveness between all students— cooperation
interaction between students occurs on its own

13 May 1-2, 1987

1 . Student-oriented ideas with supplemental use of
textbook

2. Criterion-referenced tests and/or textbook tests

3. High-level interest and cnthusiasp-/

4. More money allotted in budget

5. Lots of use of community resource people

6. Students and teaches "need" more current
events— share materials

7. Everyone's aware

8. Teachers sharing ideas across their curriculum

9. Higher student achievement

10. "Creative," "imagination" type of learning

11. New or current societal issues being incor-
porated into book/text information and/or fac-
tual knowledge

12. Teachers don't have to know all the answers (us
of students and/or community resources)

13. Student appreciation and credit given for their
knowledge

14. Administrators visiting as well as asking ques-
tions

15. Students doing the researching, teacher says "I
don't know!" or "Let's find out!"

By examining the lists generated by
this year's Chautauqua groups, one
can begin to see the many advan-
tages for the students and the
teachers.

From the responses of the
teachers, STS science opened up op-
tions for the classroom that were
non-existent before. Students
became much more involved with
the investigative aspect of science, so
much in some cases that they were
"doing science" outside of the
classroom— with no assignment!
Motivation and interest increased
among must students as they worked
with issues, problems, and subjects
which have a tangible application to
their own lives. Cooperative
behavior among students increased

er|c

as the barriers of ability grouping fell
to group activities. Most importantly,
students learned from failures as well
as successes as they experienced ?
more accurate science, instead of the
traditional text-oriented science.

From the perspective of the
teachers, texts became 'ess of a
crutch and more of a resource. The
planning of lessons and explorations
became easier as the students
became involved. Teachers became
more of a facilitator for science than
an expert, while their support net*
works increased to include ad-
ministrators, parents, and local "ex-
perts." Science became integrated
across the curriculum as teachers
were less concerned about Hi«;cipline
and behaviors because students were

396

active participants in learning 'sing
reading, writing, math, and spea..rng
to accomplish projects in science.

As we look toward the next senv.5
of Chautauqua short courses and our
fall conference, work can be done to
verify the results of this experiment.
But, judging from the result
presented here, many of the changes
which occurred m classes involved
with this program have begun to take
science away from the stuffy, old
text-oriented approach and put it in
the hands of the teachers and
students to explore, inquire, fail suc-
ceed, and Kirn that science Is not
only a fun way to experience our en-
vironments, but it can help us create
changes for a better tomorrow in our
communities.

Investor Owned Utilities and Educational Programs

(adapted from a speech)

John M, Lewis President, Iowa Utility Association Des Moines, Iowa

The following article is the next in-
stallment in the series written by the
Iowa Utility Association members,
our major sponsor. This article is
adapted from a speech given by John
M. Lewis, President of the Iowa Utili-
ty Association at the Governor's Con-
ference of Science, Mathematics and
Technology Education on February
27, 1987.

Governor Branstad, Dr. Benton,
Dr. Glass, Marlene Hill, Ladies and
Gentlemen. We're very pleased to
have been invited to participate in
this Governor's Conference on
Mathematics and Science Educa-
tion—A Shared Responsibility. First of
all, a word about the Iowa Utility
Association. Our membership con-
sists of the investor-owned gas and
electric utilities in the state of Iowa.
You know them as Interstate Power
Company, Iowa Electric Light and
Power Company, Iowa-Illinois Gas
and Electric Company, Iowa
Resources, Iowa Public Service Com-
pany, Iowa Southern Utilities Com-
pany, Peoples Natural Gas Com-
pany, Union Electric Company, and
Great River Gas Company. We sup-
ply about 80% of the electricity and
natural gas used in Iowa. This
responsibility carries with it a great
commitment to the state and its
future. With the possible exception
of agriculture, probably no other in-
dustry is as inextricably intertwined
with the future of Iowa as is the utility
industry. Others may elect to take
their money from the banks, sell their
buildings or redirect their activities
by relocating in another part of the
country or the world. That is not the
case with utilities. Our commitments
are long term and they are perma-
nent Once a pipeline has been
placed in the ground or an electric
generating plan has been con-
structed, it is not about to be moved.
Therefore, as Iowa goes, so goes our
industry, and I might add that we
have every intention of seeing the ar-
row denoting economic activity and
a better life for lowans go up instead
r-rJ^r^' of down.

The fabric of a quality life includes
threads of many colors and textures.
Of great importance in the weaving
of that fabric are the threads of
economic development which forms
its stability and strength. Our industry
for decades has played a major role
in encouraging and supporting
various forms of economic develop-
ment in the state. It seems only
yesterday— in fact it was just yester-
day—that we hosted a state-wide -
conference on economic develop-
ment in this very meeting room. At-
tending were about 600 lowans from
virtually every walk of life who have
one basic objective in com-
mon—creating jobs and building a
strong network of businesses and in-
dustries to support a quality life in
Iowa.

This fabric also includes the impor-
tant threads of education, and we
share the belief that "excellence in
education" is the foundation for
economic development in the future.
As important as brick and mortar and
highways and all of the oilier
elements o.' our state is that of educa-
tion. If there ever was a time when
business could survive without highly
educated workers, it has long passed.
A quality life will be supported by
quality jobs created by quality in-
dustries, and every phase will be up-
ported by quality education.

In preparing to discuss "function-
ing Iowa alliances," I thought it of
value to look at the definition the
term "alliance." I found that it in-
eludes "the state of being allied, a
bond or connection between
families, states, parties, or in-
dividuals, or an association to further
the common interest of the
members." It seems to me that this is
a most appropriate term to use in
discussing this subject today. All of us
certainly do have a common bond
and a reason to join in such an
alliance. Certainly business cannot
proceed without education, and by
the same token, education cannot
proceed without business to produce
jobs, an adequate tax base, and the
vitality which every economy must

244 397

have to sustain itself.

As we discuss business involve-
ment with education, let me
recognize a sensitivity which can ex-
ist when business becomes involved
in supporting education. Some peo-
ple are quick to call "foul" and claim
that business is only interested in
supporting its own objectives. We
are aware of such allegations, and
have gone to great lengths to assure
that programs in which we have
been involved are objective and un-
biased and provide teachers and
students with a full spectrum of
materials and concepts to be utilized
for their own classrooms. It is ex-
tremely important that educators
have an active role in the program
and that they subject it to their pro-
fessional standards.

Our alliance with education has
taken many forms and offers some
obvious examples of varying working
relationships. The first example in-
volves our relationship with a distant
university. For a number of years in
the 1970s, we sponsored a student
assembly program conducted by the
Oak Ridge Associated Universities of
Tennessee. That program, "This
Atomic World," dealt with the
nuclear industry and had as its pur-
pose providing factual, objective in-
formation about that form of energy.
Another program which we spon-
sored in conjunction with Oak Ridge
Associated Universities, "Energy To-
day and Tomorrow," was a Sf)ecial
live education program conducted
by a former classroom teacher
demonstrating what energy is, how
various fuels and n^ethods are used
to create energy, v' at the future
holds, as well as the environmental,
social and economic problems
associated with energy use, including
ways to conserve energy. Following
the assembly program, classroom
teachers received a packet of
mnJerials with which to follow up on
the concepts presented.

A program which we supporter^
from 1978 until 1983 is an excellent
exanif)le of cooperation with a near-
by university. It was called "Energy

Research for juniors/' and provided
an outstanding opportunity for high
ability high school juniors to earn
college credits while spending six
weeks on campus at Iowa Stale
University. A grant from the Iowa
Utility Association provided room,
board and tuition for the participants
and allowed them to learn while in-
vestigating an energy problem with
Iowa State University scientists and
engineers. Dr. Lynn Class, your
moderator today, directed this pro-
gram. Even if he were not here today,
I would tell you that Dr. Class was
the critical element m this program.
Matching the students with ongoing
research projects which coincided
with their interests, checking closely
with their mentors to be sure they
were having a learning experinece
and not just performing busy-work,
and coaching the students in
everything from survival in the dorm
to the use of the library and com-
puter in preparing a research paper,
took care of every minute of his time
during those years.

The objectives of the Energy
Research for Juniors program were
to:

1. demonstrate the nature of
scientific research by providing
first-hand experience in research
laboratories under the guidance
of research assistants;

2. stimulate superior students by
familiarizing them with the daily
activities of scientists;

3. supplement usual high school
activities with real experience in
scientific research;

4. verify or alter supposed in-
terests in scientific careers m
research.

It was my pleasure to meet with the
students during most of those six
week programs and listen to them ex-
plain the results of their research to
an audience of college faculty
members and other students in the
group. We know that many of them
have gone on to pursue a career in
science and it has been most gratify-
ing to us to have received letters from
several indicating the part that pro-
gram had in their development.

Moving on to another example of
types of relationships, let me discuss
our relationship with a non-profit
energy education organization based
in I itah— Energy & Man's Environ-
gj^^ME). In the late 1970s, our

members reached a decision that
because the fund^ av«iilable for
educ^tLnji programs were P'^ited,
we should concentrate our efforts on
providing educational opportunities
for teachers rather than student pro-
grams. By providing opportunities for
teachers, we believed that the pro-
grams we sponsored would eventual-
ly have an impact on more students.
Ther personnel at Energy & Man's En-
vironment was made up of former
teachers who had perceived a need
during the oil embargo to enlarge the
educational curriculum dealing with
energy. They developed a program
in which they conducted in-service
workshop^ for teachers to familiarize
them with the issues and the various
sources of information which could
be used in their classrooms. We pro-
vided a grant to that organization to
initiate a program of teacher
workshops in Iowa. In turn, EME con-
tracted with the Department of
■ Public Instruction to implement the
program in Iowa. It was during these
discussions that we explored new
ground in a public/private partner-
ship, which perhaps is the forerunner
of the Iowa alliance that you will be
discussing today. By drawing on the
Department of Public Instruction
st3^ persons to coordinate the pro-
gram, all the funds in the grant could
go into workshops for teachers and
into stipends for those who assisted
in the workshops outside of their
regular jobs. A state-wide advisory
committee was established con-
sisting of representatives of the
Department of Public Instruction, the
Energy Policy Council, the Iowa Utili-
ty Association, area education agen-
cies, state universities, and teachers
at the primary and secondary grade
levels. This advisory group worked
with the coordinator in the direction
and implementation of the program,
which consisted of in-service
workshops held for teachers in all 15
area education agencies throughout
the state. As a result of participation
in the workshops, a number of
teachers throughout the state gave
additional emphasis to that portion of
their science curriculum dealing with
energy. Our support for this program
continued from 1980 through 1985.
In the final year of this program,
federal funds available to ihe Energy
Policy Council for energy education
activities had been restricted. So after
much exploration, we helped put

together an agreement between
Energy & Man's En» >onment, the
DepL rtment of Public mstruction and
the Energy Policy Council which pro-
vided for coordination of federal,
state and private dollars in a unified
prograrr. We believe that it was an
excellefit educational program for
teachers, and the evaluation in-
dicated high marks from those who
participated. However, because of
certain administrative problems and
what we tell were shortcomings
which were developing within the
organization, we elected to cancel
our grant to the EME organization.

This brings us to another example
of an effective working relationship,
which is with another of our state
universities. In the fall o\ 1985, we re-
evaluated our role in supporting
educational programs. We decided
that equally or more important than
energy education is that of a total
science curriculum. We considered a
number of ways in which we might
provide support for Iowa teachers,
and during our review, we learned of
the work which Dr. Robert Yager was
doing under a grant from the Na-
tional Science Foundation. He had
developed a "Chautauqua"-type
workshop for teachers utilizing the
"Science-Technology-Society—
S/T/S" concepts. The National
Science Teacliers Association states:
"The goal of S/T/S is to develop
scientifically literate individuals who
understand how science, technology
and society influence one another
and are able to use this knowledge in
their everyday decision making."

We entered into an agreement for
a pilot project in the spring of 1986.
Under that grant, we sponsored two
sets of workshops during the spring
semester and partially sponsored a
leadership conference for teachers
during the summer. Very positive
evaluations were received from the
pilot workshops, and we subsequent-
ly provided a grant to Dr. Yager for
the 1986-87 school year. That grant
provides for four additional sets of
teacher workshops to be conducted
throughout the state, one of which is
in process right now at Buena Vista
College in Storm Lake. In addition, it
provides administrative funds to
establish a "Chautauqua office" at
the University of Iowa in the Depart-
ment of Science Education. This of-
fice is attempting to maintain a net-
work of Iowa science teachers who

245

have attended the S/T/S workshops
in the past. Through the use of a
monthly newsletter, teachers are en-
couraged to exchange ideas which
work well, and we might add, those
ideas which did not work at all. In ad-
dition, certain teachers have been
encouraged to submit articles for na-
tional educational publications
related to classroom activities which
they have conducted. Other teachers
have been encouraged to take
leadership roles in future workshops.

The Chauta-jqua Program consists
of a two-day introductory workshop
in which teachers develop an
awareness of the S/T/S concepts.
Di» ng the next two to four months,
ih\,, work in their own schools in
developing and trying STT/S modules.
Then the teachers attend a second
two-day workshop in which the
results of the S/T/S curriculum
development and its use by the
students are shared with other
teachers and the workshop staff.
Time does not permit me to totally
review a typical module which might
be used in an Iowa classroom, but let
me simply say that it attempts to
identify a problem, search for those
resources which may be used in
resolving it, apply a science aproach,
focus upon personal impact, and its
meaning to the student's career as it
might relate to science and
technology, discuss citizenshop roles
as they would like it to be, with
special emphasis on the role of
science in it. We are pleased with the
progress which is being made in this
area, especially the very positive
teacher reaction and the willingness
to participate in all phases of the pro-
gram, including the monthly newslet-
ter for the exchange of information.
We are presently reviewing addi-

tional facets of this program which
may be of benefit, including a con-
ference featuring national speakers
involved with s( i<Mu o and
technology, as well as exoinpl<u
teachers from throughout the coun-
try sharing their experiences with
S/T/S. As a further indication of how
the "alliance" can work, we're con-
sidering as a part of that conference,
inviting other Iowa businesses and in-
dustry which use science and
technology in their operations to at-
tend a reception for these teachers
and possibly even display or exhibit
the use of science and technology in
their operations. Perhaps the next
Governor's Conference on Educa-
tion will allow us the opportunity lO
report further developments.

I've discussed a number of ex-
amples of working relationships or
alliances which we have found to be
very workable. A review of this type
would not be complete without at
least touching on the wide-ranging
programs which our individual utility
members have had with educational
groups within their service areas.
These have gone on for years, in
many instances almost unnoticed,
but have been of great value, we
think, in supplying excellent informa-
tion on energy, business, career
possibilities, and curriculum support.
We believe they have been very
valuable for all concerned and we
hope that they will continue, along
with the other programs which may
be developed in the future.

In summary, any one of the pro-
grams which I have discussed could
well justify more time than I have
with you today. We thir k each has
had its own strengths and has pro-
duced its owr. benefits.

ERLC

Some Words Fr^m
=a Friend of STS=

Recently, we received a letter from
Irma S. Jarcho of Teachers Clear-
inghouse for Science and Society
Education. She highlighted a few
aspects of STS and her experience
with it that are well worth sharing
with our Notes' readers.

". . .1 well remember the first time
you asked me to appear on an STS
program. I was at the NSTA sessions
in Detroit. The talk then was, 'Oh,
that sounds interesting! I wish I could
do it, but my students have to be
prepared for their tests.' That was
also the time NSF had cut its educa-
tion budget to zero.

"We have come a long way. There
are many states mandating STS
courses, our teachers are frantically
trying to implemer . those mandates
without too much guidance. At least,
that was the impression we received
from our audience..

"What I am perturbed about, an^'.
wish we could some way guard
against, is the idea that STS courses
are for the "non-science-oriented
student," Mickey Mouse courses, in
other words. I feel the future scientist
needs STS courses even more than
the others do."

Take Note
=Teachers! =

The first-grade class at Devonshire
Elementary School in Waterloo
recently sent Iowa Congressman
Dave Nagle a letter inviting him to
visit them and talk about his job. (I le
accepted, of course; you don't have
to ask Nagel twice.)

Along with the invitation, the first-
graders sent Nagle letters setting out
their own goals.

Our favorite came from Ryan
Rand, vvho wrote: "I want to change
the world, but I'm too busy now Ro-
ing to school learning about
plants."

No Demo? No Lab? No Lesson!

Manhattan Center for Science and Math

by Joseph D. Ciparick

Recently we received an article
from Joseph Ciparich, a science
teacher at the Manhatten Center for
Science and Math. Mr. Ciparich has
written to share with us his percep-
tions of science teaching. He also
enclosed samples of materials used
in his classroom. We felt Mr.
Ciparich's program is working
towards an STS orientation, therefore
we would like to share his comments
with you, our readers.

If I were in charge, this would be
the norm for teaching the physical
sciences in high school. Lab would
precede lesson. Any lessons that
depended on one dubious demo
would be eliminated. Lab reports
would be written out in full.
Homework would be written sum-
maries of the demonstrations and
lessons that accompanied them; and
tests, if they occurred at all, would be
open notebook. Little or no text
material is necessary except for
background reference.

Does this sound unrealistic? Is it
scientifically sound? We are teaching
real science for the first time to young
students who have had little ex-
perience in the lab. We would like to

answering questions ihnt students
never ask; and it does not mean an-
ticipating their questions l)y supply-
ing the answers ahead of time.

I am obviously not describing any
accepted science program that exists
on the so-called "pre-college" level.
I am also not describing what Is
typicallyjaught even in the 8th or 9th
grade! I am describing something
that I actually did in high
school— yes, daily demonstrations,
truly open-ended labs, lesson plans
that depended on what happened in
the lab that week, different programs
for different classes because different
questions were asked.

I sincerely believe I taught a real
science course.. It was nominally a
general chemistry course; but, it end-
ed up as a science course, since
many of the real problems that came
up in the different classes involved
not just chemistry, but physics and
biology as well. A lot of physics was
necessary; for instance, when we
came across problems in elec-
trochemistry. So, why not a tew
weeks of electricity and magnetism?

Labs always introduced the pro-
blems. If the problem demanded fur-
ther lab work for a particular class or

Teaching science does not
that you know what
six months

mean planning so far ahead
you are going to teach
in advance.

teach them what science is all about
by having them do science.

A board filled with notes is not
science. Reading about science is not
science. Science means observations
and questions about observations,
and more observations to help
answer the questions. Teaching
science means being able to elicit the
questions through the demonstra-
tions and labs and then designing the
subsequent demonstrations and labs
to suit the needs of the students.

Teaching science does not mean
planning so far ahead that you know
what you are going to teach six mon-
ths in advance. It does not mean
following a rigid plan that plunges
students into theoretical nonsense in
^ rst month. It does not mean

ERIC

for individuals in the class, so much
the better. It was often hectic design-
ing the labs that were not really an-
ticipated in September, but the
students helped; and that's what
science is all about in the long run.

I once had to teach such nonsense;
and every once in a while when I am
setting up an unexpected lab or try-
ing to devise a demonstration that
might answer a vexing qu'^^^^lon, I
longed for the days when • Id
spend days on end covcrii.,, le
board with game plans for electron
distribution, grids with all the values
of n, 1, m and s, neat little definitions
of conjugate acids and bases, anri the
variations of G«M-»T S. But I
snapped back, realizing tliar I was
teaching science, not ^.iiiu* pl.ins
and puzzle-solving and, above all,

X ' 247

not math!

But, how are they going to be
tested and compared with otfiers? I
guess that's what will get the course
shot down in the long run.

If we always stuck with "no demo,
no lab, no lesson," it's amazing how
much real chemistry we could cover.
Real problems (such as those dis-
cussed in my sequence on solutions)
could be studied in depth— in the
lab. Theory was not neglected. It
helped when it was needed; so too
with math. It was a tool, not an end
in itself.

Anything wrong with this ap-
proach? Is it a dream? In a way, it is. I
do teach this way, but the students
are the "general chemistry"
students, not the elite taking pre-
college courses. But, in the long run,
they learn more chemistry and may
be better prepared for college.

I would sincerely like someone in
charge to tell me what is wrong with
such an approach, or what is wrong
with Henry A. Bent's theories on
such a system (Should Atoms be
X-Rated?). All we get in the texts are
cloned programs that really require
no chemistry on the part of the
teacher, no challenges, no real ex-
periments that raise repi questions.
With all the talk of reform, no one
proposes the possibility of a real
"pre-college" chemistry course such
as the one I outlined..

I guess that fact that it might not be
the same in every school is one pro-
blem. It can't be subjected to "objec-
tive" testing. We have to trust the
teachers to evaluate the students.
We also have to make sure the
teachers know enough science to
teach such a course. A lot of
chemistry teachers know their
physical chemistry, but not that
many know chemistry. A lot know
about fantastic demonstrations that
make chemistry "fun," but how
many can design their own labs to
meet a special need? How many are
willing to read what students write
rcther than pass the answer sheets
tlirough the Scaritron?

Will someone in charge please
answer those questions and tell me
what's wrong with what I propose?

ERLC

Survey for
Course Content
Understanding

Manhatten Center
for Science and Math

For each of the following topics,
. " the following scale:

(1) It is important, and i think I
understand it.

(2) I understand, but the topic is
not important.

(3) I do not understand, but the
topic is important.

(4) the topic was never treated in
any science class, but should
have been.

(5) The topic was never treated in
any science class, but there
was no need for it.

1 . Photosynthesis and the

food cycle

2. The function and struc-
ture of proteins

3. Genetics and inherited

characteristics
4. Evolution

5. Atomic structure and bon-
ding

, 6, Nuclear reactions

7. How a cell (battery) works

8. The electrical nature of

the nervous system
9. How the immune system

works

10. The role of hormones and

enzymes

11. The nature of light and

color

1 2. How a telephone works

13. How electricitv is

generated and distributed

14. How a radio works

15. How mountains and

other geological features
came about
16. Stars, planets, and galax-
ies

17. How a steam engine or

automobile engine works

18. Nuclear radiation and

how it effects us

19. How cameras, micro-
scopes, and telephones
work

20. The relationship between

science, technology, and
society

List the topics not included that
;uu would like to know more ab-'^ut.

General Chemistry
Final Exam Questions

Manhatten Center for Science and Math

Each question should be answered
in full sentences and paragraphs.
Descriptions of all demonstrations
and labs that are related must be in-
cluded.

1 . Describe the properties of
water, and show how it is
essential for life and the basis
for many of our chemical reac-
tions. Compare it with other li-
quids, especially those that are
good solvents. Describe some
of the properties of salt solu-
tions, especially their electrical
properties.

2. Summarize the events that lead
to the disaster at Lake Nyos in
August 1986. What was the
cause of death and how did the
gas erupt from the lake?

3. What evidence do we have for
thinking that matter is made up
of electrical charges? Include all
you know about the electrical
properties of matter and what
you learned from class
demonstrations and labs.

4. What evidence do we have for
relating elements in groups or
families? Describe in detail the
experiments on the properties
of sodium, potassium, calcium,
magnesium, and the halogens:
chlorine, bromine and iodine.
What did a comparison of their
reactions indicate?

5. Describe what you think hap-
pens when a salt like sodium
chloride dissolves in water.
What evidence do you have to
back up your description?

6. Describe the similarities and
differences between the
solvents' water, methanol,
ethanol, pentanol, and pen*
tane. Hew could you account
for these similarities and dif-
ferences.

7. Describe the various forms of
carbon. How does it enter into
our food chain? What is the
"carbon cycle"? What are the
differences between the forms
of energy carbon compounds
release as foods and fuels?
Where does this energy
ultimately come from?

8. What are some of the theories
about the origin of the
molecules of living cells?
Discuss at some point the rela-
tionship between theory and
fact in science^

9. What is ihe most acceptable
theory of the origin of
petroleum? Describe the
various uses of petroleum pro-
ducts. Include specific ex-
amples of some of the more
common petroleum products
that are part of our daily lives.

10. Describe some alternative
energy sources, especially
those that are "renewable." If
some are readily available, why
do yo: think there is so much
hesitav.on in adopting them?

11. Why are energy sources and
the use of certain fuels political
problems?

12. Discuss the various different
forms of air pollution and how
they effect (a) forests and lakes,
(b) the we^^^ar, (c) the ozone
layer.

1 3. Describe what radiation is and
is not, how it is detected, where
it comes from and how it effects
the cells of our body. Include
the differences between "soft"
and "hard" radiation. Give at
least one example of the long-
term effect of soft radiation.

14. What are the advantages and
disadvantages of nuclear
power? Explain briefly what a
nuclear reaction is and how i'
differs from a chemical reaction
like combustion.

1 5. What are the lethal effects of an
atomic blast? How could one of
them result in a "nuclear
winter"?

16. Describe in genera^ what
natural, radioactive decay is
and how it can be a dariger as
well as a course of our helium
supply and the heat deep
within the earth.

17. Give specific examples and
discuss the differences between
"fact" and "theory" or
"belief" in science. What are
some possible misconceptions
of the scientific method?

248

491

Science Attitude Survey

Manhatten Center for Science and Math

Using the scale below, r.ile p,ich of
the following scientific projects. On
the line beneath each project, you
may write a short comment.

(1) Should be done, and I would be
interested in participating.

(2) Should be done, but I have no
personal Interest.

(3) Shobid be done, but only if
other projects don't suffer.

(4) Interesting, but of no practical
value.

(5) A complete waste of time and
money.

1. Exploration of oute- space

to fine out what the
planets and their moons
are made of

2. Smashing and colliding

atoms to find out the true
structure of matter

3. Research on finding alter-
nate energy sources

4. Research that would

greatly improve our com-

munications systems

_ 5. Altering the genetic code
to create new forms of life

_ 6. Altering the genes of in-
fants to eliminate defects

. 7. Studying fossils and rocks
to see how life might have
evolved

. 8. Research to find new
weapons system dieter-
rents

9. Research on the possibili-
ty of the existence of
UFOs and extra-terrestrral
life.

10. Studying ways to protect
endangered species

List any research projects not listed
that you think would be Important,
or projects you have heard of that
can be evaluated using the scale.

Summer STS Updates

18. What moral responsibilities
must scientists have? Have
scientists ever been involved in
issues that are immoral or
unethical? Give specific ex-
amples.

19. What is the relationship bet-
ween science and Invention
and technology? Describe
some purely scientific
discoveries that lead to a new
technologv such as our modern
communications systems. Must
scientists always have a prac-
tical application in mind when
they do research?

20. What are your opinions about
the relationship between
science and religion? Give
specific examples how they
seem to differ and how they use
the same methods to reach
conclusions.

The Iowa Chautauqua Program
summer update and leadership
weeks are approaching fast. There
will be 60 teachers here the week of
July 5-11 to participate In the first of
our three-year program on "STS Ap-
plications of Science."

The following week, the teacher-
leaders for the 1987-88 fall short
courses will be involved in the
Leadership Conference to revise, im-
prove, and prepare for this year's
short courses.

The teacher-leaders for 1987-88
are:

Larry Beeson
North High School
Sioux City, Iowa
Susan Blunck

ERLC

St. Augustin Elementary School
Des Moines, Iowa
james Canfield
Fairfield jr. High School
Fairfield, Iowa

Vada Flint

Northeast Elementary School
Glenwood, Iowa
Curtis jeffryes

Cromwell Elementary School
Creston, Iowa
Gary Jensen

Roland-Story MIddk- School
Roland, Iowa

Larry Kimble

Mt. Ayr Community School

Mt. Ayr, Iowa

Morgan Masters

Chariton Community Schools

. !■ 249 402

Charlton. Iowa
Richard McWillinms
Grandvlew Park Baptist School
Des Moines, Iowa
Joan McShane

Jefferson Elementary Schools
Davenport, Iowa
Edward Rezabek

Glldden-Ralston Community Schools

Glidden, Iowa

Jeanne Rogis

Oxford Jet. Schools

Oxford Jet., Iowa

Edward Saehler

Lemme Elementary School

Iowa City, Iowa

Ernest Schiller

Central Lee School

Argyle, Iowa

Delwood Students Examine Water Quality =-

from Maquoketa Sentinel-Press
by jean Hindman

If you think of water in terms of
swimming pools, squirt guns, or
watering your garden or lawn, you
may want ta investigate your drink-
ing water.

Sixth-grade students at Delwood
Elementary School in Delmar take
clean water seriously since they
tested a groundwater sample from a
creek a few miles south of Delmar a
week ago and found a high contami-
nant level.

The students are researching water
in part of a new takeaction science
program implemented by fifth- and
sixth-grade science teacher Mary

Thiel. ,

"The groundwater project was
developed through Science and
Technology in Society, a national
program offering an innovative ap-
proach to science." she said.

"STS uses what is current and ex-
citing in science/' Thiel said. "It
doesn't matter what these students
want to be involved in— farming,
business, art, or liberal arts-we learn
how to apply things to our life."

Thiel said she became involved in
3TS through the Chautauqua Project,
or traveling show, presented by The
University of Iowa Science Education
Department. The program was par-
tially funded by the Iowa Utilities
Association, she said.

Thiel said the stucents are current-
ly using Project Wild materials. It is a
pilot project for teaching en-
vironmental education, she ex-
plained.

After the initial groundwater test,
Thiel and the 20 sixth-grade students
found the contaminate level higher
than federal standards allow. With
additional research, the students
hope to develop solutions to the foul
water problem.

The high level of contaminates pre-
sent in the creek water may be
caused by fertilizers and other
chemicals sprayed on farm fields
which seep into the water supply, the
teacher said.

"The concentration may be higher
at this time of year because the
stream's water was dormant during

part of the winter.

"The Environmental Protection
Agency considers a maximum of 45
milligrams percent a safe level of im-
purities in water. Tha first test
showed a contaminant level of 57
milligrams percent. When the first
groundwater test was taken in
March, many farmers hadn't begun
spring plowing and fertilizing, so the
chemicals wouldn't be present in the
water. Today's test will tell if the
water is any worse," she Si id.

The students amade a second test
on Thursday, April 22, to see if the
contaminate level had changed. The
water sample was sent to the State
Hygienic Lab in iowa City, where the
water will be tested and the results
returned to Thiel and the sixth-
graders.

"The hygienic lab has been very,
very good to us; we send a water
sample from one of the student's
homes every monih. The two we
sent were safz, but the creek water is
unsafe; and hogs, cattle and fowl are

seepage," she said.

Students used the top half of milk
jugs and layered the carton with dif-
ferent types of soil— like sand, top
soil, clay, or a rocky mixture of soil
By pouring water on the soil,
students could see how con-
taminated water could seep more
quickly through sand or fine top soil,
and it would take longer through clay
or soil.

In addition to the water tefits and
aquife' the students visited the
Delmi «ater system; constructed a
model w a hydrologic cycle (ter-
rarium); visited the county landfill;
heard a presentation by Alvin Wood,
a retire Maquoketa well-driller; built
a model well; visited the Delmar
sewage lagoon system; and visited
with state representative Vic
Stueland and other state officials in
Des Moines about keeping Iowa's
water clean for future generations,
Thiel said.

She s 'd students enjoy getting in-
volved m Science projects like the
groundwater test because it is rele

These students want to solve the problem
in their own backyard.

drinking in the area," Thiel ex-
plained.

"We wil! take one more sample in
May, make graphs to show the
results, and talk to the County
Sanitarian and give the rt .ults to him.
Our goal is not to blame anyone, but
to find solutions to th<; water pro-
blem," she said.

Thiel added that depending on tne
density of soil and the amount of
rock or clay, the contaminates may
have taken a long time to seep into
the soil.

"In order to understand the com-
plete process of how contaminates
enter the ground water, the students
built model aquifers to see the rela-
tionship between soil type and densi-
ty and the rate and quantity of

vant to their lives.

Not only do students develop an
understanding of the life cycle and
the danger of contaminating their
own water and food supplies, but
they concentrate on creating solu-
tions, rather than blaming those who
seem responsible, she said. All peo-
ple are responsible for the environ-
ment, Thiel explained.

Thiei said "students could learn
about groundwater from a science
book, watch some films, and move
on to a chapter on weather next
week, but then the groundwater pro-
blem would see far from home and
the responsibility and solutions left to
someone else. These students want
to solve the problem in their own
backyard," she said.

ERIC

403

-•0-

Flight Day -

You Mean You Can Learn and Have Fun at the Same Time?

by Morgan Masters

8th Grade Science Teacher

Chariton, Iowa

Over 100 Bth-grade studenb oa'--
ticipated in a day of activities with fl /-
ing and aerodynamics as a center
theme called Flight Day.

The da 's agenda included tht
releasing of 140 helium-filled
balloons with response tags attached
to each a*^ part of a group science
and social studies project. Construc-
ting frisbee-type boomerangs, then
testing the device for fligh'
aerodynamics in a contest of distance
and accuracy. Over three model
rockets were launched from Charger
Space Center (Reynolds Field) com-
plete with mission control count-
down, tracking and altitude
measurements and systems checks.

Along wi^h each activity, students
had to complete worksheets contain-
ing questions covering the topics
from all the academic disciplines in-
cluding math, science, English, social
studies, and industrial technology.

The highlight of the day was the
touring of the Chariton Municipal
Airport with a large number of flying

enthusiasts and experts on hand to
demonstrate and explain various fly-
ing machines and airport facilities.

Some of the prrsonnd who spoke
to the students were:

Fred Peterson (Chariton), twin-
engine Hy.Vee olane

Edra Parker (Russell), Veri-EZ ex-
perimental home-built plane

Merle (Allerton), ultralight f^lane

David Bailie (Chariton), radio-
controlled airplanes

V^ayne Whitefield, manager,
Chariton Municipal Airport, flight in-
structor

Mike Whitfield, assistant manager,
pilot

Paul Berge (Des Moines), air traffic
controller, 1947 "Champ" nilot

Bill Norlin (Indianola), United
Airlines mechanic, single engine pilot

Students spelled out HI on the air-
port runway apton as tlieir science
instructor Morgan Masters was in-
vited UP to tike some pictures from
the a^r on a ^^47 Champ flown by
Serge.

A flyby o^ severai planes over the
area where the students were having
lunch completed a perfect flight day.

The students were assisted is their
activities by junior high instructors
Doris Barnhart, Rhonda Tekolste,
Steve Carman, Harlan Ranshaw,
Mike Landstrum, Al Mangels and
Masters.

Flight provided the opportunity for
students to study scientific concepts
by relating them to current societal
issues and problems, local resources
and expose them to new
technologies available.

This approach is a philosophy of in-
struction called Science/Technology/
Society (S/T/S) which utilizes all
disciplines and areas ci ^Jucation to
create interest and stimulate student
learning.

The S/T/S philosophy is currently
being used in the 8th-grade science
curriculum in Chariton.

It really works; students and adults
enjoy learning when the issues are
relevant and the resources are as
readily available and enthusiastic as
those we encountered on Flight Day.

P.S. The pilots and airport person-
nel enjoyed the day at least as much
as the students; they're still talking
about it.

Future Workshop
and Convention
Calendar

July 5-18, 1987

Iowa Chautauqua Project Summer

Program
The University of Iowa
Iowa City, Iowa
September 24-26, 1987
NSTA Area Convention
Salt Lake City, UT
October 15-17, 1987
NSTA Area Convention
Miami Beach, FL
November 5-7, 1987
NSTA Area Convention
Pittsburgh, PA
November 14, 1987
Iowa Electric Science Seminar
IE Tower

Cedar Rapids, Iowa

November 19-21, 1987

NSTA Area Convention (anc CAST)

^^-J ^onio, TX

ERLC

The 19b7-88
Iowa Chautauqua
Program Dates

October 16-17, 19ti7
March 4-5, 1988
Holiday Inn South
Des Moines, Iowa

October 23-24, 1987

March 1M2, 1988

Indian Hills Community College

Ottumwa, Iowa

October 30-31, 1987
April 15-16, 1988
Buena Vista College
Storm lake, Iowa

November 13-14, 1987
April 22-23, 1988
lumen's Castle Lodge
Bettendorf, Iowa

251

404

Fall
Conference

October 9-10
1987

Best Western Town House
Cedar Rapids^ Iowa

Fall Conference Approaches

The First Annual Chautauqua Fall Conference is in the final pl.inning singes. We are looking forward to your participation
on October 9-10 in Cedar Rapids. Please let us know if you nre allrnding, wc need to submit the details to the caterers!

Remember, if you have any questions about the conference, be sure to call us at (319) 3350 190. The schedule for the
conference is as follows:

October 9

4:00-7:00 p.m.

7:00-8:00 p.m.
8:00-9:00 p.m.

9:00-midnight
October 10
8:00-10:00 a.m.

10:00-noon

2:00-2:45 p.m.

Noon-I.OO p.m.
1:00-2:00 p.m.

Registration
Industry Displays
Wine and Cheese
Dinner

Speech by Governor Branstad

(tentative)
Informal Sharing

STS Fair with all former Chautauqua
participants involved with a
table/booth with up-dated
materials/units/activities
Symposium (short speeches with
audience questions)
The Honorable Donald Avenson,
Speaker, Iowa House of
Representatives
Dallas Hammerlinck, Vice-
President of Marketing
and Public Affairs, Iowa
Power & Light
Dr. Stephen Daescher,
Superintendent, Cedar
Rapids Community School
District

Lunch

Speech by William F. Williams, Co-
director S-STS Project,
Pennsylvania
State tjniversity

2:45-3:30 p.m.
3:30-4:45 p.m.

Chautauqua Notes Staff:

Editor:

Contributing Editors:

Copy Editor:
Photo Editor:

Paul Tweed
Robert Yager
Jack Clark
Betty Dye
Doug Ross

Utility A^SOOJlton Thf N.Mron.»l "'ni < f iunx) .tii.n ,mmI
The National ktfrttc TtMtherv A*«Ki.Ui»m ir)»l i»iiri»>.tti -
f«>m the Scifnrp ftluc^tion Cemrr 41 Thr I'murviv m

wnl tht optriom <»i tht- Siwin^w^ Tho lIni\f»Mlv il"'

National Exemplary STS Program

a. The Wausau Program - John
Harkness, Science Curriculum
Director K-12, Wausau Public
Schools, Wausau, Wisconsin

b. The Jeffco Programs - Harold
Pratt, Executive Director, Science
and Technology, Jefferson
County

Public Schools, Golden,
Colorado

c. Mankind Project - Dr. Arthur E,
Lebofsky, Science Department
Chairman, Clarkstown South
High School, West Nyack, New
York

d. Wallingford Project • Carol
Wilson, Sheehan High School,
Wallingford, Connecticut

Repeat of 2:00 p.m. sessions
The Future of STS jin Iowa Educa-
tion/Business/
Government Alliance

Awards Recognition

Dr. E. Joseph Piel, Professor

Emeritus, Department of

Technology and Society, SUNY,

Stoney Brook, New York
Dr. Lynn W. Glass, Professor of

Secondary Education, lowa State

University, Ames, lowa
Dr. James G. Macmillan, Executive

Director, The lowa Academy of

Science/, University of Northern

lowa. Cedar Falls, lowa

CHAUTAUQUA
NOTES

S'^'ENCE EDUCATION CENTER

THE UNIVERSITY OF IOWA

759 VAN ALLEN HALL
IOWA CITY, IOWA 52242
319-335-1190

Bulk Rate
U.S. Postage

PAID

Permit No 209
lowa City, lowa

4o:

252

Volumes. Number 1

SCIENCE EDUCATION CENTER
THE UNIVERSITY OF IOWA

October, 1987

STS Approaches Enhance Student Attitudes

by Robert Yagef

Beginning in 1977 the
Assessments in Science by the
National Assessment of Educa-
tional Progress (NAEP) have in-
cluded extensive batteries of
items in the affective domain.
Many of these were administered
only to thirteen and seventeen
year olds. Howevv^r, some were
used with nine year olds and
adult samples as well.

Although the 1977-78 science
assessment was reported by
NAEP to be the last one planned
for science (presumably because
science was not considered im-
portant), the National Science
Foundation supported a Fourth
Assessment of Science in 1982

and a Fifth Assessment of
Science has been reported by
NAEP (now conducted by ETS) in
1987. Hence the third, fourth, and
fifth science assessments have
all included information about
student attitudes. These
assessments have been based
upon samples of 2,500 persons
for each grade level selected
from national random samples.

In Iowa several follow-up
studies have been conjucted
with samples arranged by
science supervisors and random
rumples- of NSTA members. The
results have tended to veriiy the
generally negative findings from
the three NAEP reports.

Other studies have been con-
ducted which have included
results from students enrolled in
NSTA exemplary science pro-
grams. Tnese results have in-
variably illustrated significantly
more positive results. Of course,
teachers are different, facilities
vary, and administrative/com-
munity support is often in con-
trast. Nonetheless, the more
positive attitudes are striking,
regardless of the specific
course(s).

When student attitude has
been studied in Grades 4-9 in the
Iowa Chautauqua Program, more

(continued on page 3)

PERCENTAGE OF STUDENTS IDENIiniNC TUFIR FAVORITE COURSES
ACROSS GRADE LEVELS

ERIC

^ ftiied on retultS of SludenlS enniilcd In u\mt of ihf National Sci«-nir
^ feachfrs Attoc(3>ion etemplary programs (n • 1060)

TABLE :

PLRCENTaGE of UUDCNTS IDINFIFMnG THEIR SfCONO FAVORITE
COURSES ACROSS GRADE LEVELS

Nine Year Olds

Thirtrrn Vea/ OkJi

Sr^rnlrrn Yrar Oldi

Vine Yfar Oldi

Thirteen ^ear Oldi

Se%rniren ^ ear Ofdi

A B

1 anfttatr Arli

1 sncuijtr Aitt

IS II

17 II

Social Studiri

l-i

Vuiil <;iuilir«

II :o

Mathematics

Mllhi'inaiK't

19 IX

Science

It ::

N 17

A • natcd on r(ful(t rfporicd by siudrnii
Science TrawhrrS AtkKiation mfnibert (n •

ol a
I0'5)

ranil(»m taniplr of Natwinil

A - llnrtl <><i
ViCnCC In

rr<ulM rrp<tru'«l hs ^luJrnt^ i<t i
vhfrs A«)oc<iiiOn mrmhrr^ (n - 10*5)

iinki<^<ii «iMi{<>r ill \iii4inil

i\ . Ibtrd on iftuitt of tiuilent^ rnrollcd m %<»nir oi tur Mimiiit ^«fiue
Teachers AvvK-iaiion etemplarv Mrufirams in • |(V>Ol

TAILE 3

TABl L *

ERIC

PmCENTAGE OF STUDF^m IDENTIFMNC THEIR LEAST FAVORITE
COURSES ACROSS GRADE LEVELS

Nifit Ynr OMi
A t

Thimcn Ynr Oldt
A ■

Scvrnttcn Ynr OWi
A ■

Ljn|M|e Aru

Soctal Studt«t

Matlitiiutici

A ' laifd M rtwltt npamt by nv^tMS of n random nmpte of NitiOMl
Scitnct TtadMft AMocisiiM Mttnbtrt <• • 1079)

B ' Wmt4 M rtMriV of MudtMi MroUod in somt of tht NttioMi Sciciict
Tocten AtMC«tto« OMmplify yrotnat (a • 1060)

TAM.E 5

mCENTACE OF STUDENn FROM STTTINGS AND FOR THREE AGE GROUPS
WHO RESPOND fCSftlVCLY aKXTT GIVEN DESCRIPTIONS OF THEIR
SCIENCE CLASSES

H\m YtvOldi

Tkimt* Yetr OMi

Stvciitt.« Yctr Oldi

■

ScitaetClMMt
AvoFm

^l40C9 OUMi

Af« iMcrttliol

Sckact CbMM«
Art EicilMit

ScitaetOaatt
Aft tttiag

A • taM^ on ftMJtt rtpOfWd by tttdtun of • random tjMpIt of NsctonsI
ScitMt Tiaditft AaocitiM lattibtn <a • 1073).

ii • ftsMd o« rtMMii of tindtatt carolled la mnm of th* Nsil^'al Scifact
Tctchort AMOCtttio* tatiapUry protrtMt <a • 1060)

TARLE 7

PERCCffTAGE OF STUDENTS FROM A VARIETY OF SETTINGS AND AGE
LEVELS WHO REPORT POSITIVELY ABOUT SELECTED
PERCEPTIONS OF THEIR SCIENCE TEACHERS

tat Year OMs

T>tneea Year Oldt

Se»«ai«r« Ynr 0(dt

■

Aik FrcqvriH
Owfttioat

Ltkfi Yo« To
Atk OtrttMm

Likn Yon To
Oi»r Yo«r Idm

Knowt MMCk
Scieact

•9

Rettty {.tktt
Sc»acff

Adflittt To Vo(
Kao»ia|

Mtkn ScMAot

CtClltAI

A * Btscd 00 reMHs reported by tiadeutt of a random tampie of NMtoaal
Sci»M« Tcaclien Attoeiaiioa mmmbtn (a • t07$)

% - Bm«4 oo rttt»lt» of itadeats carolled in lomc of ilic National Science
Tcacltcn AnocJaiioo ctcaiplary pfifum (a • 1060)

PtRCt^TAGt OF STUDFSTS FSROLl I I) IS R ^^^K)M VHOOl <i 4M»
EXFMPLARY CFNTERS UlTH POSITIV E VIEUS COsCLRNISG
THE I'StriJINFSSOFTHFIR STIENCF STLDirS

Nine Year 0M» Th-rJffn Vrar Ol<h Sf vrnteen ^ear OWt
A B A B A B

UiefuL

la Daily Livin|

For Further
Study

ta Makini

Choices

It Future Livtni

13 14

31 64
90 90

10 76

4t 76
76 6S

71 43

49 6t

71 63

A - Bated o« mulu reported by ittidentt of a random umple t>( sm.
Scienct Teachen Atsocation memben (t • 1073)

B< Bawd oa results of students enrolled m some of ihe N'aiKtnal v»i
Teachen Associatioa exempUrv pro|rwns(a • 1060)

TABLE 6

PERCENTAGE OF STUDENTS FROM VARIOUS SETTINGS AND FOR TllRI 1
AGE GROUPS CONCKRNINC DECRIPTORS OF HOW SCIENCE
CLASSES MAKE THEM FEEL

Nine Year Olds Thirteen Year Olds Seveniren Year Ol4s
A B A B A B

Science Ctettcs
Make Me Feek

Uacomforubic

SMCcessfttI

CtriOMS

6 9

39 6 3

40 10

:2 10
40 37
24 73

:> 23

V) U

:o 63

A • Based on results kepon^d by sfj4en(S of • random umpk of Sjc
Science Teacben Assocution members (•) « 10731

B - Bued on results of students en'OlIrd m tome of (he Saiton^t V.n
Teachers Astocution esempbry proframs <n • 1060)

PERCENT A'^E 01 STL'OfNTS ABLE TO SELECT MOST aCCI RATE OfMMIION
FOR EIGHT BA^ SCif SCE COsCtPTS

Sine ^ea* Olds

Tkirtren ^esr Oldt

rntren

^ ear OtJi

Volome

Orianrtm

Motion

Eneriy

Mokcale

Cell

Entyme

Fottil

A * Based on
dutrici (a

results
• 1301

of rsftwom

lanple

of Students

one

midtteitrrn

■ - Based

results

of umple of itudenti enrolled

esemplars

protrMts (a • 630)

TABLE 9

TABLt 10

STUDrNTS* prRrrpTiDNS or wiiai it woui o hi

I'f »•.»

lt\ t SI

I'hi N 1 lu sr(>\<;i s im (• mmxn' •

I'l KSONlAl

LIKI

Itl IN(i A S( ILNtlSI

>V M(

INS AfJl

) 1 HI IK V llnOI Sc n N» 1 AND 1 M l Kll N( 1 S

Nine Year Oldt

Thirieen ^ear Olds

Seventeen ^cai OkIs

Nine Wat OIJs

Ihiriffn ^ear ^)\^is

f niff 1

■

A 8

Oe Fun 20

44 63

(hf of Inliitnintion

—

- — --

Oui^iJr of

Make you Rich 24

3t 29

8c Too MiKh Work 23

26 (4

A^MStance NVith

Kno«(ed|ie of

Be Borint 43

29 (1

Careers

Make You Feel

Tun NVith

Importtnt 32

35 43

rrtiMem-SotMnt

Activittrs

Be Lonely 24

22 12

faient Interest

In School Scifnce

b^penrnces

A • Based on retulit or random

umple dra^n from four (arie

school S\Mrms in

lowt ind Illinois (n

- t90)

Tcchnnlofty

Arrectini 03il>

■ - Based on results

of students enrnlled >n tome

of the

Na:iona( S«.irnce

l.v.ni

Teachers Association cicmptarjr programs (n • 1140)

A • Oatrd on

situatinn

reported

1.700

ttudrnit

100

randomly letrxteJ

National Science leachers Association

mr mbert

8 ftascJ on

Mtuaiinr

repoitrd

1 130 iiuden's

ten

National Science

Icachris As<r>ciaimn Eiemplat> Programs

Mnued 'rom page 1)

positive attitudes have been
recorded. Information is reported
in Tables 1-10 which provide
baseline information on student
attitudes In random schools and
those found in the STS exemplary
programs. The results utilize 9,
13, and 17 year old samples from
the NAEP studies ' the na-
tions! follow-up ' a
future time low jr addi-

tional K-12 grao -els may be
reported.

All of the information from the
''Preferences and Understand-
ings" instrument have been includ-
ed in the tables. Tables 1-3 deal
with student attitudes concern-
ing their feelings about science
classes when compared with
other curricular areas. Tables 4-6

report data concerning student
perceptions of various charac-
teristics of their science
teachers. Table 8 deals with stu-
dent understanding of eight basic
science concepts. Table 9
focuses on student attitude/per-
ception of what being a scientist
is like. Table 10 is a report of stu-
dent attitude concerning th ^
specific utility of their science
studies outside the school.

Chautauqua participants are
invited to use the Preferences
and Understandings instrument
each year. It is possible to com-
pare similar classes? in a given
school, or similai ludents en-
rolled in other schools. The data
reported in Tables 1-10 can pro-
vide a standard for comparing

25S 408

results on each item with those
coming from random schools and
those coming from students
enrolled in exemplary STS pro-
grams.

These data may be useful in
reports of STS successes for ad-
ministrators, school boards,
teacher workshops, professional
meetings, and in-school cur-
riculum discussions. How do stu-
dent attitudes for students en-
rolled in SiS efforts compare
with others? Are students with
positive attitudes the ones who
pursue more studies, more ac-
tivities, more science skills? How
are preferences, understandings,
and out-of-school actions related
to the focus for the science cur-
riculum (i.e. STS vs. traditional)?

Why Teach Science in Schools?
A New Rationale

hy Susan Blunck

Why teach science in schools?
Unfortunately, this question does
not get analyzed adequately in
the minds of most people. For too
long, science has been taught
without a meaningful rationale.

Science in the curriculum can
be justified in many different
ways: i.e. the school district pro-
vides a textbook (most often us-

to student interest, ex-
perience, mterpretation and
understandings.

5) Science should be viewed as
a way of preparing scien-
tifically literate citizens, not
juSi scientists.

6) Science should be valued as
an essential, integrated part
of the curriculum.

Time has come to shift to
science in the schools.

a nev rationale for teaching

ERLC

ed); curriculum guidelines require
science (used by administrators
and parents often); students need
a change of pace before recess
and I have to get science in
somewhere (used by elementary
teachers); students need science
information to use in the future
(secondary teachers lil^e this
one); the course was required
(students are partial to this one).
Many times rationales for
science teaching are based on
such simplistic reasoning and
result in meaning/ess science for
most.

Time has come to shift to a
new rationale for teaching
science in the schools. Our rapid-
ly changing society demands that
the purpose and goals for
science education be examined
and restructured to meet the
needs of the student in the
I980*90s. A rationale with broader
aims and purpose is needed. This
new rationale hopefully would
have as its aim— science that is
meaningful for all. The reasons
for teaching science should
reflect the following ideas as a
central past of the rationale:

1) Science should be seen as
more than a body of informa-
tion or facts.

2) Science should develop
critical thinl<ing sl<ills need-
ed for decision malting.

3) Science should be interfac-
ed with society and
technology to mal^e ideas
more relevant.

4) Science shot:;d be sensitive

7) Science should involve
students in meaningful in-
quiry that leads to applica-
tions and connections in
their own lives.
In essence, science should be
taught so students can come to
better understand their own
material world and be able to ex-
plain and test their ideas.

science and technology-
related careers open to
students of varying ap-
titudes and interests.
4) Academic Preparation.
Science education should
allow students who are like-
ly to pursue science
acadenicaily as well as pro-
fessionally to acquire the
academic knovvledge for
their needs.

If science education is to be
redefined in terms of its purpose
and goals as suggested in this ar-
ticle, then certainly the outcomes
for learning will change too. The
most important change would be
that science has meaning for
more otudents K-12. Performance
objectives would shift from
knowledge based to oiher do-
mains, such as process, creativi-
ty, applications and connections.

Science should be seen as more than a body of information
or facts.

Given a new rationale, it then
becomes necessary to redefine
the gpals and evaluation in-
struments for science education.
The goals must focus beyond
academic preparation. Project
Synthesis (Harms and Yager,
1981) suggests that the goals be
broken out into the following
clusters:

1) Personal Needs. Science
education should prepare in-
dividuals to utilize science
for improving their own lives
and for coping with an in-
creasing technological
world.

2) Societal Issues. Science
education should produce
informed citizens prepared
to deal responsibly with
science-related societal
issues.

3) Career Education/Aware-
ness. Science education
should give all students an
awareness of the nature and
scope of a wide va^e^y^f

Students would be expected to
internalize important information
and apply it to their daily lives. No
longer would science be bits of
information, but rather a dynamic
interaction of questions, explana-
tions and verifications that would
have meaning for most students.

REFERENCES

Harms, N. & Yager, R.E. What Research
Says to the Science Teacher Volume 3.
National Science "^eachers Association
Monograph, Washington, DC, 1981.

Requirements
in Asessment

6y Robert Yager

The Summer Leadership Con-
ference (and the following work
at SEC) has resulted in revisions
of several assessment in*
struments for use by all par-
ticipants in the 1987-88 program.
All participants are asked to pro-
vide pre- and post-test scores In
the knowledge domain. Possibil-
ities in terms of staff preference
in this area include:

1) 1986-87 score on Science
Subtest of the lov a Tests of
Basic Skills (or Iowa Test of
Intellectuat Development); a
1987-88 score which is ad-
ministrated after the student
experience with a signifi-
cant STS module (at least
one month);

2) Pre and post scores on some
other standardized science
examination, such as Metro-
politan or Stanford;

3) A nine week or semester ex-
am given as a pre- and post-
test measure with the STS
experience between the two
administrations;

4) A teacher-made examina-
tion on the topics included
in a traditional setting and
the same one given to
students who encounter the
same concepts via an STS
experience.

Previously, several proven
tests have been used on a pilot
basis. These have been revised
and now exist as:

1) Science/Process Domain
Evaluation 4-6 (by Achmad
Binadja)

2) Science/Process Domain
Evaluation 7-9 (by Achmad
Binadja)

Each participant will give one
of these tests this year on a pre-
and post-test basis. Participants
are encouraged to develop
similar items to use as forms of
evaluation during the STS in-
struction and as a regular occur-
rence.

Similarly, creativity measures
were optional. This year three
O Jvity measures have been
ER^Coped. Each teacher is asked
s™W.ninister one of the following

as a pre and post measure:

1) Assessing Aspects of
Creativity (by Leonardo San-
che;^

2) Thinking Beyond (by
Zoubeida Dagher)

3) Creativity Via One's Im-
agination (by Joe Lindquist)

If participants prefer to struc-
ture more appropriate models on
their own, they can do so. Also,
teachers are invited to use the
tests as model for planning
classroom exercises and regular
assessment and grading pur-
poses.

As in the past years, all
teachers will use the Preferences
and Understandings instrument.
Norms for these items are includ-
ed in this newsletter. As in the
case of ;ne other instruments,
teachers are encouraged to
tabulate the results and to
discuss the results of the test
with the class. Some have found
that attention to this domain can
result in improvements.

An applications (and connec-
tions) test has been constructed
over the summer and fail. It has
not been used as a test— and in
its present form, it is not ap-
propriate for the 4-9 grades.
However, it is offered as a model
with an invitation for participants
to prepare similar items for a test
more suited to a particular grade
level with examples more related
to the specific STS module.

Information for 20-40 students
in one or two class groups for
each teacher participant will be
collected. Information concern-
ing student growth following STS
experience will be available.
Their domain and the tests for
each include:

1) Knowledge— Standardized
(ITBS) Test Scores/Teacher
Module Evaluations

2) Process— Science: Process
Domain Evaluation

3) Creativity— Assessing As-
pects of Creativity/Thinking
Beyond/Creativity Via One*s
Imagination

4) Attitude— Preferences &
Understanding

5) Applications/Connections—
Applying Science Concepts

Teachers enrolled in past
Chautauqua programs may want
to see and to use the new assess-
ment instruments. If so, contact
Sue Blunck to receive them aod

4 1 n

accompanying explanations/
directions.

Assessing for
Applications
and Connections

by Robert Yager

Quizzes, unit examinations,
textbook/publisher tests, and
even standardized examinations
labeled as science generally em-
phasize information that has
been studied and discussed.
Usually the source of the informa-
tjon is the teacher and the text-
book. Such assessment is not a
good indicator of science
knowledge, skills, or personal at-
tributes that characterize
basic/real science. To consider
such assessment tools as ex-
cusable because they exist,
because they are objective,
and/or because they represent
first-step learning necessary to
high level learning is inex-
cusable. Success in this dimen-
sion of science is relatively i/n/m-
portant in terms of real science.

Hence the emphasis necessary
with assessing success with STS
teaching must be assessing in
the application and connection
domain. How can a student use
information as a tool? How is it
connected to the real world? To
assume that one can get and
already knows information is
fine. If a student doesn't
know— or can't find out— he/she
obviously can't apply or connect
it. However, the recitation of in-
formation that has no real mean-
ing or use is immaterial — certain-
ly It should not be rewarded as in-
dication of learning in a science
class.

We now have several excellent
examples of test items in the ap-
plication/connection domain.
However, we need many more.
We also need more people to help
construct such models that can
be shared with others. We know
that the samples we now
distribute are not appropriate
across the grade 4 through 9
spectrum. We know we need
help. But that, too. is what STS
teaching is all about!

Resources: Teachers, Textbooks,
and a Whole Lot More

by Joseph G, Lindquist

"Give someone a fish and they
will eat for a day. Teach that
someone to fish and they will
feed themselves for a lifetime."

I don't exactly remember where
I heard this quote (or at » jast one
similar to this) but it*s one that
has stuck with me. Now what
does this quote have to do with
the Chautauqua Program or the
use of resources In the class-
room? Let me see if I can explain.

Even as a student who liked
science, and as a teacher who
loves It. my experience with the
subject has left me with a feeling
that something is (or at least,
was) missing. When I was a stu-
dent science was largely some-
thing done by other people. I was
to just learn about all the great
things these "other" people
discovered, appreciate their ac-
complishments, and maybe, just
maybe, apply some of this
science stuff to my rea! world ex-
periences. Who was I to question
the workings of science? Dog-
gone-it, science in the real sense
of the word involves questioning
ar J searching for some answers.
So why did I feel like an outsider
looking Into this mysterious
world of science? Because ques-
tioning and searching was not a
major part of my science ex-
perience.

So often, I think we as teachers
feel our primary responsibility to
the students is to supply them
with as many facts as possible.

teacher and textbook are the
primary sources for their science
information. Let's face It, after
the student leaves school per-
manently, neither resource is
readily available.

To help students learn for
themselves, an mterest must first
be sparked and then encour-
aged—a big step I know, but cer-
tainly not an impossibility for

sources of information do exist
and then help the students utilize
these to answer questions they
generate. Who knows, if some of
these student initiated questions
are answered in an interesting
fashion largely through the ef-
forts of the student, then nmyhe
more student initiated questions
will follow. Now wouldn't that be
great!?

So Often, I think we as teachers feel our primary respon-
sibility to the student is to supply them with as many facts
as possible.

most. They then have to be
assisted in getting comfortable
working within the discipline of
science. Intimidation effects
more than just football players; it
effects many a student's attitude
toward science—stymying their
potential in the process.

Thirdly, students have to con-
tinually improve communication
skills. Science can be presented
in a fashion which allows for two-
way interaction. (And yes, I do
believe^ enhancement of com-
munication skills has a place out-
side of the english classroom!)

Finally, students have to learn
how to obtain information from
sources outside of the textbook
and the teacher. The resources
can be a person, place, or a thing.
The resource can come from
down the school hall or from

"Give someone a fish and they will eat for a day. Teach that
someone to fish and they will feed themselves for a
lifetime.''

ERLC

Hopefully they will then
remember, and maybe even use,
the facts we have supplied. Major
decision makers involved with
our school systems may think
this way too— I don't know (al-
though I've got a hunch). But in
spite of this, I believe more em-
phasis has to be placed on help-
ing students learn how to learn
for themselves— not feel a

around the world. Orce someone
learns how information from a
variety of sources can be ob-
tained and used, a skill has been
taught and reinforced which
could be utilized (and even
cherished) for a lifetime.

So this is where my focus for
both this article and the opening
quote lie. Science teachers need
to help students realize other

411

I don't know, maybe I'm too
naive to realize students whose
inquisitiveness is encouraged
while in school don't grow up to
continue inquiring as adults.
Research evidence may or may
not ever surface to help with this
possible naive thinking. But I do
believe, with or without research
evidence, that when teachers
don't reinforce student question-
ing and resource searching skills,
far fewer students will magically
develop the ability as they grow
up to become members of the
voting public.

The philosophy behind the
Iowa Chautauqua/STS Program
may not be the best approach to
reinforcing inquisitiveness, en-
couraging alternative resource
utilization, and reducing student
anxiety toward science, but it's
the best I've come across so far. I
feel these three points are impor-
tant ingrec^ients for helping
students learn how to learn for
themselves — an Important
lifelong survival skill. To me, it is
like being able to *'feed" yourself
information for a lifetime.

NOTE: In the last issue of
Chautauqua Notes, Gary Jensen
had a section listing additional
classroom resources. I hope to in-
clude in every newsletter a list of
more of these kind of resources.
It's always been a frustration of
(continued on page 7)

STS Seminar Presenters Acknowledged
Iowa Chautauqua to NSTA

(continued from page 6)
mine to realize helpful resources
are out there but unknown to me.
Please help by sending in some
resources you think may be of
some help to teachers. I, as a
teacher and one responsible for
this resource section of the
newsletter, would sure ap-
preciate It. THANKS!!!

• . • Rich STS
Resources

by Joseph G. Lindquist

1. Invent Iowa!!, c/o Dr. Carol
McOanolds Bradley, Iowa
Department of Education
Ph.# (515) 281-3575

2. New Publications, U.S. Fish
& Wildlife Service, Matomtc
Building Rm. 148,
Washington, DC 20240

3. Duane Toomsen, En-
vironmental Education Con-
sultant, Bureau of Instruc-
tion & Curriculum, Depart-
ment of Education, Des
Moines, lA 50319, Ph.# (515)
281-3146

4. Agroecology Program,
University of California, San-
ta Cruz, CA 95064

5. Chem Matters (Nice activity
magazine), American
Chemical Society, P.O. Box
57136, West End Station,
Washington, DC 20036

6. Golden Guides (Nice bird
and insect reference books),
P.O. Box 7316, Clinton, I A
52736

7. S-STS Project, The Penn-
sylvania State University, 128
Willard Building, University
Park, PA 16802

8. Tropical Forest Project (Nice
information pamphlet). World
Resource Institute, 1735 New
York Ave. NW, Washington,
DC 20006

9. Wonderscience (Nice mon-
thly activity packets),
American Chemical Society,
P.O. Box 57316, West End
Station, Washington, DC
20037

10. County Extension Office
(There's a lot more to this than

^ 'ust 4H., They have school en-
cn ipichment programs!), State 4H
^^^)fflce, Ph.# (515) 294-1017

April 7-10, 1988 are the dates
for the 36th National Conven-
tion of the National Science
Teachers Association. Several
STS activities of Iowa Chautau-
qua participants will be
featured parts of the cur*
riculum. The NSTA presenters
will be:
Joan McShane

—The Fail-Safe Flush
Veda Flint
— Energy - It's Not Shock-
ing

Morgan Masters
—Soaring Through
Science: A Study of
Flight
Larry Kimble
—Rubber Band Powered
Cars

The eight presenters from
the STS Seminar in Iowa City
on October 10 have been in-
vited to attend NSTA— with the
cost of transportation (Univer-
sity van) and a shared room for
three nights in St. Louis provid-
ed. Sue Blunck is coordinating
these arrangements. We all
hope that all Chautauqua par-
ticipants—current and
past— will make a special ef-
fort to go to St. Louis. Listed
below are the presenters and
their projects from the STS
Seminar:

• Dinosaurs

Dave Kust, John Kli.ie Ele-
mentary School, 204 Fifth
Ave., Decorah, lA 52804

• The Fail-Safe Flush

Joan McShane, Jefferson
Elementary School, West
15th Street, Davenport, lA
52805

• "Let the Sun Shine In— Light

and Color"

Veda Flint, Northeast Ele-
mentary School,
309 Ridgeway Drive,
Glenwood, lA
51534

• "What's UP? Or: So Where

Do You Really Live?"
Eric Korpanty, Stillwell Jr..
High School, 210 Corene
Avenue, Waukee, lA 50263

• Energy— It's Not Shocking!

Shirley Locke,
Agassiz Elementary
School. Route 2,
Eddyville, lA 52553

• Soaring Through Science: A

Study of Flight
Morgan Masters, Chariton
Community Schools, 216
Woodlawn, Chariton, lA
50049

• Lasers. . .A New Light Bright-
ens the Field of Technology,
and. Producing an STS Video
entitled: "Can You See. . .
Science, Technology in Our
Society?"

Dick McWilliams«
Grandview Park Baptist
School, 1701 E. 32nd Ct.,
Des Moines, lA
50317

• The Watered-Down Truth

Ed Rezabek, Glidden-
Ralston Comm. Schools,
102 Utah, Glidden,
lA 51443

A 1 o

Down The Road Ahead

Future Workshop and Convention Calendar

February 1M6, 1988

National Meeting
AAAS

Boston, MA

January 15*16, 1988
State Meeting
Iowa Conservation L

Council
Guthrie Center, lA

ition

April 7-10, 1988

National Meeting
Thirty-Sixth National NSTA

Convention
St. Louis, MO

April 7-10, 1988

National Meeting

National Science Supervisors

Association
St. Louis, MO

April 21-23, 1988
State Meeting
Iowa Science Teachers
Ames, lA

April 21-23, 1988

State Meeting

Iowa Academy of Science

Ames, lA

The 1987-88 Spring Chautauqua Schedule

March 4-5, 1988 March 11-12, 1988 April 15-16, 1988 April 22-23, 1988

Holiday Inn South Indian Hills Community College Buena Vista College Jumer*s Castle Lodge
Des Moines, lA Ottumwa, lA Storm Lake, lA Bettendorf, lA

Comparing
Traditional
and Science
Teaching

We will be anxious again with
the 1987-88 program to identify
specific features (teaching
strategies) used in teaching
science prior to the experience
with STS module development
and teaching. We will be anxious
to compare these pre- and poM
descriptions for each workshop
group. We also plan to compare
the results with those received
for 1985-86, for summer vs. non-
summer participants, for elemen-
tary vs. secondary, and any other
break-down we can think of.
These differences were con-
sidered some of the most signifi-
cant results of our past efforts.
O „ Help us expand the list! Be ready
ERXC to share your observations with
others!

Editor's Corner

Hiding in the corner is something I plan on doing this year
This newsletter should be full of teacher-authored articles. The
STS projects you are doing in your classrooms are of interest
to others in the program. It is important that you make an effort
to write down your experiences and mail them on to us.

I know what you are saying to yourself: "I can*t write, Tve
never done it before!'* We will help you— just give it a try!!!
Your printed articles would be great to share with your
students and administrators. Hats off to Pat (VIothershead,
who has sent us an article for next month*s newsletter.

I am looking forward to working with all the teachers in the
Chautauqua Program. If you have any questions regarding
your STS teaching, feel free to call me. It is an honor to be the
coordinator of such a fine program. My office hours are 10:30
to 2:30 p.m. and my number is 319-335'1190- Enjoy the school
year and remember connections and applications make the
difference in learning.

Susan M. Blunck
Chautauqua Program
Coordinator

An.

260

Birthdays of Scientists

As many noticed, lab( month's
issue of Chautauqua Notes did
not list the September and Oc-
tober birthdays. We had no Idea
so many teachers were using the
birthdays In their classrooms.
Many of you requested we keep
publishing the birthday lists. So,

back by popular demand (just like
Classic Coke) are the months we
missed, along with the November
and December lists.

How are you turning these
birthdays into STS celebrations?
Are you using the dates in a
creative way that adds historical

perspective? We are interested in
finding out how you are using
these dates. Send us your ideas
and we will print them along with
the lists each month.

Sharon Johnston, and her
students put these lists together.
See what you started, Sharon?
Thanks for your efforts.

September

1 Karl Auer 1858

2 John Tyndall 1820

3 Fritz Pregl 1869

4 Stanford Moore

5 Eugen Goldstein 1850

6 John Dal ton 1766

7 James Van Allen 1914

8 Marin Mersenne 1588

9 William Bond 1789

10 John KIdd 1775
Carl Mosander 1797

11 Sir James Jeans 1877

12 Guillaume LeGentll 1725
Richard Gatling 1818
Irene Jollot-Curle 1897

13 Walter Reed 1851

14 Charles Du Fay 1698

15 Murray Gell-Mann 1929

16 Albrecht Kossel 1853

17 .Stephen Hales 1677
John Goodrlcke 1764

18 Jean Foucautt
Edwin McMillan

19 Karl Franz Joseph Correna

20 Sir James Dewarl842

21 Heike KamerLingh-Onnes
1853

Donald Glaser 1926

22 Thomas Wright 1711
Michael Faraday 1791

23 Johann Encke 1791

24 Georges Claude 1870

25 Glaus Roemer 1644
Thomas Chamberlain 1843

26 Joseph Proust 1745

27 Daniel KIrkwood 1814

28 Ferdinand Molssan 1852

29 Enric Fermi 1901

30 Antoine Balard 1802
Hans Geiger-^382

ERIC

October

1 Otto Robert Frisch

2 Peter Hjelm 1746

Sir William Ramsey 1852
Julius von Sachs 1832

3 William Crawford Gorgas

4 Michael Pupin 1858

5 Robert Goddard 1882

6 Nevll Maskelyne 1732

7 Niels Bohrs 1885

8 Henri Le Chateller 1850
Ejnar Hertzspring 1873

9 Emil Fischer 1852

10 Henry Cavendish 1731

11 D6n D'Elhuyar 1755
Helnrlch Gibers 1758

12 Ascanio Sobrero 1812
Elmer Sperry 1860

13 Robley Wllilams 1908

14 Sir Edward Sabme 1788

15 Evangellsta Torricelli 1608
Asaph Hall 1829

16 Albrecht von Haller1708
George Westlnghouse 1846

17 Ecouard Roche 1820

18 Christian Schonbein 1799

19 Jean Delambre 1749
Orville Wright 1871

20 Sir James Chadwich 1891

21 Georg Ernst Stahl 1660
Herman Hellriegel 1831
Alfred Nobol 1833

22 Clinton Davlsson 1881
Karl Jansky 1905

23 Nicolas Appert 1752

24 Anton van Leeuwenhoek
1632

25 Helnrlch Schwabe 1789
Henry Russell 1877
Richard Byrd 1888

27 Pierre Berthelot 1827

28 Jonas Salk 1914

29 Othniel Marsh 1831

30 Hermann Kopp 1817

31 SIr.Joseph Swan 1828 ^

2bl

November

1 Balfour Stewart 1828
Alfred Wegener 1880

2 Harlow Shapley 1885

3 Daniel Rutherford 1749
5 Paul Sabatler 1854

Leon Teissersnc DeBort
1855

Fred Whipple 1906

7 Marie Curie 1867
Use Meitner 1878

8 Edmund Halley 1656
Chrlstlaan Barnard 1922

9 Carl Sagan 1934

10 Andres Del Rio 1764

11 Vesto Sllpher 1875

12 John Rayleigh 1842
Seth Nicholson 1891

13 James Maxwel 1831

14 Robert Fuiton 1765
Leo Baekeland 1333

15 Sir William Hersch^l 1738

16 Jean D'Alembert 1717

17 Henry Gellibrand 1597

18 Louis Daguerre 1789

19 Mikhail Lomonosov v?11

20 Otto von Guericke 1602
edwin Hubble 1889

21 Hieronymus Richter 1824

22 Andrew Huxley 1917

23 Prospero Alpini 1553
Jahannes Van Der Waals
1837

Henry Moseley 1887

24 Tsung-Dao Lee 1926

25 Julius Mayer 1814

26 Norbert Wiener 1894

27 Anders Celsius 1701

28 John Hyatt 1837

Sir Robert Hadfiold 1858

29 Christian Doppler 1803

30 Ernst Chladni 1756
Smithson Tennant 1761

Call for

ers

100th Session
Iowa Academy of Science
Iowa State University
Ames, I A
April 21-23, 1988

ABSTRACT DEADLINE: JANUARY 15, 1988

You and your colleagues and students are invited to submit an abstract for
consideration by one of the 19 sections for inclusion in the Academy's 1988
program. An abstract must be submitted for each paper that will be included
in the program.

Forms are available from the IAS office, P. O. Box 868, Cedar Falls, I A 50613
or by calling 319/273-2021.

Abstracts may be accepted by microcomputer communication. Contact the IAS
office for details. (319)273/2021

The abstract should be a concise summary of the contents of the paper and
not just a general description of what the paper deals with. Be brief but not
ambiguous. Do not include tables or graphs, but do include mention of new
techniques, new apparatus, new constants, critical data or formulae.
Carefully hand-letter symbols not on your typewriter with India ink.
Designate all organisms, chemicals, etc., by full scientific names. Names of
new species should not be included.

Abstracts will be printed in an Si x 11 insert in the March issue of the
PROCEEDINGS. Their value is considerable, not only for members in
attendance but also for others unable to attend.

IOWA ACADEMY OF SCIENCE
University of Northern Iowa
Cedar Falls, lA 50614-0422

ERLC

What is Happening Out of Iowa?

by Emil Joseph Piel

New Jersey

1. A Science Technology hands
cn museum is being
developed in New Jersey.
This "SCI-TECH CENTER"
will be located in Liberty
State Park which is just
across from the Statue of
Liberty. While it will not open
until 1991, the staff is now
developing an outreach pro-
gram.

There is a proposal in to NSF
to develop a graduate course
"Contemporary Issues in
Science and Technology."
The course will consist of a
series of lectures by outstan-
ding scientists and engineers
followed up by curriculum
development workshops for
secondary school teacher.
These teachers will then test
these materials in their own
classrooms. Graduate credit
will be available through NJIT
who are the coproposers of
the project.

New York

1. New York State t^as niar)-
dated courses in technology
for grades seven and eight.
The State Education Depart-
ment has developed cur-
riculum materials and offered
teacher education programs
in this area. Members of the
Department of Technology
and Society at SUNY Stony
Brook have participated in
this program.

2. The museum of Science In
New York City has developed
a program for introducing
teachers and elementary
school students to some of
the concepts behind the
hands-on exhibits at the
museum. These materials
and activities are used to
prepare the students before
they come to the museum and
for follow-up when they return
to their classrooms.

National Program
1. "YOU ME AND TECH-
NOLOGY" is a series of T.V.

programs available for use in
the classroom or as PBS
broadcasts. A teachers guide
is available now, and by the
fall of 1988 a student
workbook will also be
available. A brochure describ-
ing the programs is attached.
2. BSCS has an NSF grant to
develop a K-6 curriculum in
Science-Technology-health.
Copies of the proposed cur-
riculum are attached.

Chautauqua Notes Staff:
Editor

Susan Biunck
Contributing Editors:

Robert Yager

Jack Clark
Copy Editors:

Joe Lindquist

Karmell Bowen
Photo Editor

Joe Lindquist

Thl5 publication is made possible by grants from
the Iowa Uhlily Associallon. The Nalionel Science
Foundation, and originetes from the Science Educa
tion Center et The University of towa Because it is
edited locally, ihe contents do not represent the opi*
nions of the Sponsors. The University, or the Science
Education Center

SCIENCE EDUCATION CENTER

THE UNIVERSITY OF IOWA

759 VAN ALLEN HALL
IOWA CITY, IOWA 52242
319-335-1190

Bulk Rate
U.S. Postage

PAID

Permit No. 209
Iowa City, Iowa

ERIC

416

263

VOLUME 2, NUMBER 9 ^ ^ ^

SUMMER 1987 |:*'ENCE EDUCATION CENTER ^he university of iowa

. , -^^ STS in the Heat of the Summer

f^pvipux^.^fi^W creative ideas have been added to the Chautauqua
f^rogram and the individual classrooms represented here this

summer..

The weather sure seems to have
had an effect on us this summer. We
have, in this issue, more teacher-
authored articles than ever before.
Perhaps this is due to having a cap
tive group of teachers here in Iowa
City for two weeks. Perhaps it was
the weather, in any case, I'm sure
you1l enjoy reading about the ideas,
activities, and agenda items that
came from the STS summer work-
shop. With a total of 75 teachers
here the first week for the Applica-
tions of Chemistry and Physics STS
workshop and 20 teacher leaders
here the second week, many new
creative ideas have been added to
the Chautauqua Program and the
individual classrooms represented
here this summer.

As we draw the 1986-87
Chautauqua Program to a close and
look toward the newly expanded
iQa7-88 program, we realize that

ERIC

r3 are many aspects of our grow-

ing number of Chautauqua teachers
that deserve applause. Many of you
in the Chautauqua network have
taken the steps necessary to work
toward an excellent educational pro-
gram in the sciences. As you have
probably noticed, not only does this
STS philosophy help students grasp
the component parts of science from
a tangible ''real world" perspective; it
also goes many steps further to inte-
grate learning throughout the curric-
ulum.

There are two aspects of STS pro-
grams that become increasingly im-
portant as programs develop. These
two main components of an STS
program encompass the ideas of "in-
tegration" and "perspectives.** With
these two ideas at hand, teachers
can help students explore, explain,
test, verify, refute, model, and be-
come involved learners.

All too often thf 3 two ideas of
"integration" and "p r ^ectives" are

left out of science classrooms.
Science/Technology/Society teach-
ing philosophies, however, put these
two toward the front of the objectives
list. We are always saying "STS phi-
losophy" instead of "method" or "for-
mula" or "recipe." Does anyone
know why? It depends on many fac-
tors, but the STS approach to teach-
ing can be considered a philosophy
of education, based on how people
learn by intrinsic motivation and by
being actively involved. This is where
the idea of which perspectives we
take in class when studying an issue
or question is of the utmost impor-
tance.

Traditionally, much science has
been presented in a single perspec-
tive; occasionally an opposing or al-
ternative view is presented, but all
too often the perspective taken is
one set by a text or a teacher, which
in most cases can be a limiting factor
Continued on page 2

417

Continued from page 1
in learning how to learn in science.
But, when STS is introduced into a
class setting, perspectives on the
subject are only limited by the cre-
ativity and curiosity of the students
and teachers. The old sayings,
**Look at the flipside" and "Walk a
mile in my shoes" take on a whole
new relevance when we begin to
explore questions in the classroom
from moVe than one or tv^'O limited
perspectives.

Students may be interested in ex-
ploring the sociological implications
of nuclear power or acid rain in con-
junction with the actual science or
technology involved with these sub-
jects. When STS is used in the sci-
ence program, the students are
given the opportunity to act on what
they think and explore their ideas
about the world around them. In the-
ory, no question is out-of-bounds
when exploring a topic; this serves to
draw the students into the explora-
tion and lead them toward the ideas
of integration at all levels of
Science/Technology/Society.

The same multiperspective focus
can be found in how the students
communicate their newfound knowl-
edge and skills to their peers and
their teachers. No longer does the
static, single domain of knowledge/
evaluation carry all the weight. Ac-
complishments such as class
projfcjts, local community actions,
and specific expressions of student
learning are used to measure suc-
cess. Along with measures in the
knowledge domain of science, these
new perspectives on student learn-
ing and accomplishments can help
teachers evaluate the school science
program as well as the progress of
the student in the other domains of
science. This can help the student
become an active learner instead of
just a memorizer.

The idea of integration is intimately
connected to a multiperspective ap-
proach in STS education. No longer
does the human-derived boundary of
biology, or physics, or other course
title, stand in the way of inquiry in the
classroom. A successful STS pro-
gram is one that capitalizes on the
many questions from all different
perspectives and works toward inte-
grating them into a picture of the
subject at hand. A picture full of more
questions, connections to many new
Q subjects, and more new perspec-
gl^Qives to explore.

STS programs can move toward removing the academic boxes
we find ourselves in and in turn put our students in.

In another area of inlegralion. STS
programs can move towaid remov-
ing the academic boxes we find our-
selves in and in tu n put our students
in. Science interfaces with social
studies, history, art, and many other
areas of study to help the student
see the connectedness of all learn-
ing; similarities and differences be-
come more easy to define; science
fits into many areas of study and they
tit into science.. I suppose you could
consider the ideas of STS education
more **wholistic" or more based on
informed decision making and in-
quiry than the old "feed it in, spit it
back" method.

This brings me to my last point. I
am taking a new perspective on ed-
ucation this fall. I am leaving the
Iowa Chautauqua Program and my
position at West High in Iowa City to
take up residence in the Northwoods
of Wisconsin. I will be teaching in
Augusta, Wisconsin, at the high
school in biology, physical science,
and advanced biology.

I am richer for having had the
opportunity to meet and work with
the many quality teachers here in
Iowa and associated with the
Chautauqua Program. But it is time
to move on and explore new territory.
i also think we should all thank the
Iowa Utility Association for its excel-
lent continuing support of this effort
to create excellence in science edu-
cation here in Iowa. So, this is my
Jast cover article for the Chautauqua
Notes, and my last issue as editor. I
am sure Dr. Yager, the Chautauqua
staff, and the lUA will move the pro-
gram into the 1987-88 school year
with its continued excellence and
many new and exciting ideas.

Good luck to all in the upcoming
school year, and remember, "Every-
thing is connected to everything
else!"

Paul C. Tweed
Editor

Sweating It Out

by Joan McShane
Jefferson Elementary School
Davenport, Iowa

Great groups! Hard work! Hot
weather! Stimulating brainstorming!
Good discussions! Writing and re-
writing! All of these describe the STS
Summer Workshop at Iowa City.

The creative group of Nancy
Wright, Lincoln Elementary.
Dubuque, Iowa; Irene Rockhold,
Reynolds ^rade School, Reynolds,
Illinois, and Bill Ward. Oskaloosa
Junior High. Oskaloosa, Iowa, is al-
ready preparing exciting STS inves-
tigations for their science class-
rooms.

Nancy plans to have her students
discover the effects of wealtior on
people in Dubuque. Iowa. (She

promises not to pray for stormy
weather.) Irene "saw the light" and is
planning for fifth graders in
Reynolds, Illinois, :o investigate light
sources, uses, and effects. Bill Ward
is getting down to the "nitty-gritty"
and plans to have the eighth graders
at Oskaloosa Junior High dig in and
explore \\\e need for, and the possi-
ble results of, soil conservation in the
Oskaloosa area.

Each of them is eagerly anticipat-
ing their sharing of these projects at
the fall Chautauqua.

I am planning to install a washe. in
my classroom and hope to do an
STS project on the suds level in
water and its consequent pollution of
water.

A busy fall for all!

il8

265

Planning and Developing an STS Module

by Larry Kimble

Mount Ayr Community School

Mount Ayr, Iowa

Planning and developing STS
modules need not be overwhelming
or frustrating.

Developing usable topics can be
fun and exciting. Quite by accident, I
discovered a simple, straightforward
approach that makes topic develop-
ment interesting and provides a chal-
lenge to the students.

First, decide upon a topic. Write it
at the top of your paper or chalk-
board. Divide your working areas
into groups under the headings of
Science-Technology-Society. In the

first column list the science con-
cepts. In the second column list the
technological applicatioris. The third
column should list the societal issues
arising from the applied technology.
Extending beyond the three main
issues, students could examine re*
sources, careers, and other related
activities.

The extensions can be brought
into focus by making more columns
or, first, by malJng lists using the
same brainstorming techniques, or
using other reference materials.
These activities will awaken the in*
quisitive minds of your students.
Reaching this point allows you plenty
of latitude in developing issues.

goals, objectives, and procedures
pertinent to your modules.

If you cannot identify with an ap-
proach via this method, you may find
it easier to modify an existing tradi-
tional unit by listing relevant topics
under the headings of Science-
Technology-Society. This may be
the vehicle to propel you into infusing
STS into your existing curriculum.
Goals, objectives, and procedures
may be developed to accompany
any topic. With either method you
can find success. The module may
be modified or expanded at the
teacher's discretion to fit future
needs.

= Too Much vs. A Must: A Chautauqua Rookie's Perspective =

by Joseph G. Undquist
Emmons Public School
Emmons, Minnesota

VI Chautauqua Program

What happens when you bring a
rookie into contact with a group of
veterans? What happens when you
take a classroom teacher and
present him/her with a new approach
to teaching science? To name just a
few reactions, there is nervousness,
confusion, and, oftentimes, learninrj.
So it was with this voung teacher at
the Chautauqua Si nmer Session—
1987.

I flew in on the "back of a swan"'
and over the period of one week
came in contact with better than 70
loVv'a teachers. The experience level
of these teachers varied from a cou-
ple of years to a couple of tens of
years. This group was composed of
a large percentage of people new to
the STS/Chautauqua program with a
nice nucleus of field-tested veterans.

For me, a five-year science teacher,
the environment was super fc intro-
duction of new ideas, reinforcement
of old ideas, and application of both
new and old concepts. Granted, it
was overwhelming, but so it is in a
world of growing knowledge.

Feeling overwhelmed is natural for
teachers. From my perspective as
one who survived the initial blast of
new philosophy and ideas. I would
like to encourage others to fend off
concerns over exposure to yet an-
other new teaching strategy and at
least allow yourself and, hopefully,
your colleagues time to try, revise,
and then grow with the STS philoso-
phy, thereby putting relevancy and
the practice of scientific thinking
back into the hands of the students.

Like the rookie meeting the vet-
eran, STS may seem intimidating
and just another part of a subject
many are "allergic*' to. Yet as I see it,
STS relieves some of the pressure of
teaching science, simply because of

the students' use of inquiry, discov-
ery, and the utilization of resources
outside of the classroom; it takes the
label of "resident expert" off the
teacher and replaces it with
"faci'itator/possible resource per-
son." I am already sold on how the
science phobia of many teachers
and students is being reduced with
the STS method of teaching science,
here is a real need for more K-12
teachers to be exposed to the STS
philosophy. With its push to make
science real and applicable, STS is
promoting communication and coop-
eration between industry, the gen-
eral public, and school districts. So
please, all of you Chautauqua peo-
ple, spread the word about STS. I
know one rookie who will.

'Editor's note: We are still trying to
locate this swan as we have yet to
see Joe ride it.

- Lead Teacher Comments

Many educators feel they do not
have anything of great value to share
with each other or it makes them feel
uncomfortable to speak or write of
their individual accomplishments.
Communicating successful teaching
strategies, introductory and follow-up

activities, and resources is again an
example of an ideal founded with the
original Chautauqua philosophy.
Share your enthusiasm, it's conta-
gious!

Fun exciting, relevant science be-
ing taught and enjoyed in our class-

Communicating successful teaching strategies, introductory and
^^^)llow-up activities, and resources is again an example of an

ideal founded with the original Chautauqua philosopliy.

'255"

rooms. Oh I! I What a disgusting
thought!

Keep up tiie good work. You are
turning a lot of young people on to
science rather than turning them off.
Hope you have a super year.

Teacher Leaders:
Morgan Masters
Chariton Community Schools
Chariton, Iowa

Larry Beeson, North High School
Sioux City, Iowa

Environmental Experience 1:
You Gotta Wanna Make a Difference!

ERIC

by Ed Rezabek
Glidden-Ralston Community
Schools
Glidden, Iowa

When you reach the age of 40 you
either get braver or crazier! Take 30
eighth graders on a two-day, over-
night tent camp».^g trip? Take 30
eighth graders, who have been
dubbed *The Darlings of G-R*' back
in fourth grade because of the she-
nanigans they have pulled off, on a
two-day, overnight camping trip, yet!
They said, "YouYe crazy!" We (the
class and I) said. "YouVe wrong—
and well prove it!" ... WE DID!

I have been wanting to provide my
earth science class with such an
opportunity for several years. We
have an excellent state park at
Guthrie Center that has excellent fa-
cilities for such an experience— dor-
mitories, food service, environmental
education experiences, the whole
schmeur. The only problem I have
with this is that I deal with the here
and now and have trouble making
plans for two years in advance,
about the time you need to reserve
ahead to schedule a stay at
Springbrook.

So, what are the alternatives? For-
get it; ke^o thinking about going; set
it up two years from now; or— take a
chance— set up your own trip to a
different place. IVe been reasonably
cautious in my life. I wear my
seatbelt most of the time. I look both
ways before crossing the street, and
so tcih. So. when I look back on why
I have decided to undertake this ac-
tivity the only rationale that I have is
that you do get braver/crazier after
you are "over the hill."

I considered other plac«^s in our
area for the camping trip, keeping in
mind teaching resources available to
me. We have a small state park
called Swan Lake a mere seven
miles away. Most of the kids had
been there many times. But this time
could be different. I contacted Joe
Halbur. the park naturalist, as to pos-
sibilities. He said, "lt*s never been
done by a school group before, but
let's give it a try."

I visited with Joe during the next
several days and we discussed what
activities he could conduct and the
activities that I would like to see
deluded. We came up with quite a

list. From tliis list I decided to let the
students tell me what activities and
studies they were interested in. So, I
took the list back to the classroom
and asked them to pick out and tank
ten activities from my list. We? went
with the students' choices and set up
the trip. There was some discussion
with my principal as to this project
and we proceeded. By the way, he
was all for it.

Overview of trip

The project began with a class-
room session on camping. This ac-
ti/ity was conducted by the naturalist
and dealt with types of camping,
needs for camping, and other prepa-
rations. During the next few days we
worked on developing our own list of
needs, tents, cooking materials, and
supplies. (Money was suggested as
an alternative here— so we could run
in to McDonald's if the cooking didn't
work out!)

On Monday, May 18. we loaded up
the school bus. after which I slipped
back inside the school for one last
cup of coffee and a bottle of aspirin—
just in case.

Swan Lake is only about seven
miles from Glidden so needless to
say there was no time for the enthu-

We loaded vp the school bus, after which I slipped back inside
the school for one last cup of coffee and a bottle of aspirin —just

in case.

siasm of the kids to die down. We
didn't have to make any "potty*'
stops, and no one asked. "Are we
there yet?" Things were k ^King
good!

The schedule

Arrival and camp setup, plus a little
free time for "exploration" = 1 V2
hours.

Orienteering and Survival: What is
orienteering? Using a compass and
completing the course. Survival con-
siderations when lost. = 2 hours. (Of
course, during the previous six
weeks we had had little or no precip-
itation. Guess w'lat? It rained during
the first activity! Things didn't look
that good but the weather gods
smiled on us; the rain stopped about
an hour later and it got nice and hot.)

267

Boating. Canoe Instruction, and
Water Safety for half the group and
Food Gathering Techniques utilizing
modern technology— the fishing pole
and man-made fish attractors— for
the other half. = 2 hours.

To handle the cooking and
cleanL, we had established before-
hand, by a random drawing, teams of
four people. Each group drew for
their assigned task and carried it out
as a team.

Indoor Astronomy: Activities to
identify and locate the circumpolar
constellations, student invention of
constellations, and star staff. = 1 +
hour.

Outdoor Astronomy: Using charts
to identify and locate the circumpolar
constellations, student invention of
constellations, and star stuff. = 1 hour.

/ had decided beforehand to use a pre-Zposttest on aWtudes and
understandings related to this trip. The results of this
attitude/understanding survey proved very positive.

Camp Fire: Smores. pies, and
mofo

Owls and Owl Calling: Around the
camp fire with complete silence—
this was astounding in itself— we
called owls and got some answersi
= 1 hour

Lights out! Most then settled down
and some even got some sleep.

Some of the early risers were up
by sunrise and out fishing. I brought
my pole and joined them! The break-
fast crew took care of business and
we were ready -for day 2.

Fish of Iowa and Swan Lake Res-
toration Project: Iowa has a variety of
fish In its streams* ponds, and lakes.
The renovation of Swan Lake was a
three-year process; what happened
during the restoration, and why? = 1
hour

Wild Edibles— There are many
species of plants and other foods
that can be eaten from the outdoors.
Many have eaten mulberries from
the tree and bass from the lake, but

how many have eaten cattail, french
fried dandelions, or munched cray-
fish? This fit in nicely with recalling
some survival techniques from the
previous day. = 1 hour

Archaeology: Much of our past is
learned through digging into the
land. Simulated dig methods the ar-
chaeologist uses. = 2 hours

Rabies and Wildlife: What rabies
is, how it is spread, and what you can
do to protect yourself and others.

Outdoor Games: A variety of
games based on environmental :
formation.

Break Camp: This phase was not
as neat and orderly as the loading
phasel After sorting out the
unclaimed shoes, skivvies, and other
miscellaneous items, we were
headed for home.

One more stop.

Cemetery Study: A look at material
and styles of tombstones— tried to
understand short life spans noted on
some stones, and in general get a

little understanding of our past. Also
did stone rubbings.

WE DID IT! We all survived and
only had to get the first aid kit out one
time for a Band-aid.

Evaluating the activity: I had de-
cided beforehand to use a
pre-/posttest on attitudes and under-
standings related to this trip. The
results of this attitude/understanding
survey proved very positive. When
looking back at the trip, I only had to
remember one happening to realize
that this experience was worthwhile.
As I was sitting at the fire (keeping an
eye on the fire, and on the attempts
to roam from tent to tent), two girls
came up to me and said they wanted
to thank me for taking the class on
the trip. "Our families have never
done anything like this, and we think
it's neat!" they said. That was
enough of an evaluation to make it
worthwhile for me.

The "Darlings of G-R" haJ done it.
They had improved their reputation.

Will I do it again? You bet— when a
bunch of seventh graders run up to
you and ask if they get a chance to
go camping next year, what can you
say?

Take a chance. Make a difference.

Eight Benefits of Using Video in STS Teaching

by Dick McWilliams
Grandview Park Baptist School
Des Moines, Iowa

Video is one of the most prominent
forms of media, if not the most prom-
inent, in the world today. Movie vid-
eos, music videos, and home VCR
use are extremely popular. So why
not use video as a tool in effective
science teaching? STS teaching
lends itself to the use of video in the
classroom. Why not develop video
projects?

An STS video tape library can be started at your school,
local AEA, and college.

VWWWWWUI///////./

✓v^ n } n J ] \ [\\\ \ \ \

Why not use video as a tool in effective science teaching? STS
teaching lends itself to the use of video in the classroom.

The benefits resulting from video
use are as unlimited as your imagi-
nation. Here are eigfit.

ERIC

Students become famllai with
using video, audio, and
computer equipment.
Students learn how to perform
properly in front of a camera. All
classroom activities can be

videotaped, including oral
reports and audio narration.
3. Students learn to organize data
and edit it into a .'nal STS video.
Repetition of knowledge is
viewed and heard as students
edit tapes over and over.
Students are subtly learning by
repetition.

268

421

4. Parents and relatives love to see
what students are doing in the
classroom. This is great public
relations.

Parents may purchase copies
of the video project for home
use to show grandpa and
grandma, friends, and so forth.

5. Students naturally take pride in
this type of class project.

6. Students work in committees
(video, audio, narration, script,
resources, editing, etc.), which
teaches them the team concept.

7. An STS video tape library can
be started at your school, local
AEA, and college (for student
teaching courses).

8. Students may interview
professionals and celebrities on
local, state, or national levels,
using video equipment. What
better way to preserve the
views, opinions, and information
of those taped?

The Modem: Opening Classroom Doors

by Dale Rosene

Marshall Middle School

Marshall, Minnesota

The computer modem has opened
wide a 'door connecting the claso-
rooms of a community, a state, and
indeed the entire nation and beyond.
Educators and their students are
able to cooperatively produce a
newspaper, share the results of stu-
dent research, and even ask ques-
tions of experts, while seated at com-
puter3 hundreds and even
thousands of miles apart. Though
found in only a few classroom com-
puters at this time, modems are the
wave of the future as teachers and
students realize their potenti^^ ease
of use, and relatively small purchase
cost.

The modem is a device that allows
computers to communicate with one
another. Some models are installed
within the body of the computer,
while others are connected to the
outside of it by cable. The modem, in
turn, is linked to telephone lines,
allow': ig long-distance interaction.

Modems range in price from about
$50 to several hundred. All need
communication software to operate.
This, 'too, crn range in price from
free, in the case of public domain
prograrr-, to fancy packages costing

several hundred dollars. Other users
and/or the staff of a good computer
store should be able to suggest ap-
propriate software for the uses you
have in mind.

The best way to become ac-
quainted with the modem's potential
is practicing with local ''bulletin
boards." A ''bulletin board" is a com-
puter program set up to accept and
send messages from one user to

another. These are often maintained
by local computer clubs as a means
of providing information about club
and area activities and as a forum for
enthusiasts to use in exchanging
ideas and information. Local phone
numbers for connection to these bul-
letin boards can usually be obtained
from other users or from computer
stores. Later, the new user might
consider purchasing time on one
of the national boards, like
Compuserve, that offer a wide vari-
ety of services, such as research
help and stock prices.

The use of a modem gives S/T/S
teachers yet another tool to open
their classrooms to the "real world."

Not only will students be able to use
the same technology that they see in
banks, travel agencies, and other
places, they will apply it to problems
and projects of their own choosing.
Already, teachers in New Mexico are
connected in a statewide network
called CISCO. Former lowan Paul
Tweeten heads this project. Local
directors are considering a similar
setup for Iowa S/T/S participants.

Teachers interested in some coop-
erative modem activities during this
school year are invited to contact me
with their ideas. I teach eighth grade
physical science in a middle school.
Get a modem and give it a try. I
guarantee you'll be glad that you did

The use of a modem gives S/T/S teachers yet another tool to
open their classrooms to the "real world. "

Student Misconceptions and STS

by Cheryl Don/on
St Benedict School
Decorah, Iowa

In a traditional classroom with
teacher-centered presentation of
material, thete is iittle opportunity for
the teacher to assess or even care
about the misconceptions students
bring into the classroom. Evaluations
are based on restatement of facts
learned from teacher or text. Teach-
ers place heavy emphasis on the
body of science knowledge as the
means and ends of science learning.
Students leave the classrooms with

their alternate conceptions intact,
rarely questioning why they believe
as they do. They aren't particulariy
bothered when their ideas conflict.

In the STS classioom students are
encouraged to share their ideas
about issues and engage in dia-
logues. Debates, roleplaying, and
simulations are very effective tech-
niques; students have the opportu-
nity to explore their emotions and
their values, sharpen their communi-
cation and research skills. They
refuse to accept the word because
as an answer to "why."

By fostering this stude it-centered
environment in the classroom, stu-
dents make choices and take
stands— sometimes very vocally! In
this learning environment, alternate
conceptions become more easily de-
fined—6y the students. They may
alter or abandon their misconcep-
tions as they develop their problem-
solving and decision-making skills.

STS allows students to practice
decision-making strategies that can
lead to action on real-life problems.
Are you willing to provide this learn-
ing environment for your students?

4 2

269

Math Is Science! Science Is Math!

by Ernest Schiller
Central Lee High School
Argyle, Iowa

Many science activities incorpo-
rate the use of skills typically viewed
as being contained in separate aca-
demic disciplines. Science students
are using mathematics to help ex-
plain science phenomena. You can't
separate the use of mathematical
concepts from the use of data collec-
tion methods in the classroom. I am
sure that this has occurred in your
classroom as well. Many of your stu-
dents may have problems analyzing
the data in science material, but it
may not be the science that is caus-
ing the difficulty. Math concepts play
an integral role in assessing informa-
tion in science. A lot of decision
making is involved in science. The
principal investigator will most prob-
ably have to use estimation, catego-
rizing, sorting techniques, graphing,

Use of Science/Technology/Society ideas helps bridge the gap
between the analysis of data and how this data affects society.

and placing mathematical vaf^es on
data collected.

The addition of STS to the science
classroom can assist in helping solve
this problem with science. Use cf
ScienceyTechnclogy/Society ideas
helps bridge the gap between the
analysis of data and how this data
affects society. Students begin to
see connections between generated
numbers from investigations and the
importance of analysis and under-
standing the interactions studied.
They begin to «issume the role of the
person who makes the decisions.
Students can begin to set the tone
for the human interaction factor.
They are the ones who determine
personal needs, sor=9tal implica-

tions, and community needs, ./ith
the STS approach, they are the ones
who can make discoveries, such as
that the Earth's resources are finite.
STS encourages the students and
the teachers to investigate questions
in science from many perspectives
using a variety of tools anc! methods.
It makes science more e.njoyable
and related to the student's future
and puts science concepts into
proper perspective as they relatb to
the students* lives. STS bridges sci-
ence and society. And it creates a
basis for understanding the relation-
ship between the disciplines of sci-
ence, math, and other academic pur-
suits. Students will appreciate the
connection.

A Letter to the Summer
Participants

Dear Fellow Chautauquans,

Why all the bother about this thing
called STS? You can't eat it, mea-
sure it, pronounce it, and few if any
can really define it. The answer is
simple— the students.

Like many other past participants,
I huried home after my first
Chautauqua to expound all the vir-
tues of this thing called STS to my
less-than-enthusiastic principal and
fellow staff members. Their general
apathy, mild disdain, and choruses
of "just another fad" left me a bit
crestfallen and dejected.

Undaunted, I decided to give it the
acid test. If this thing STS was worth
its salt, then it would have to sink or
swim with the students.

The rest of the story as the saying
goes, is history. With kids walking
into the room excitedly anticipating
class, parents complaining that all
they heard was what went on in
science today, and fellow teachers
peeking in the door to see what
you're up to, it was clear that STS
works.

When you give your unit its first
acid test, then you, too, will know it
was worth all the hard work!

Yours in science.
r^J^r> Curt Jeff ryes

hKJ C 1987 STS Survivor

. . . Ricli STS Resources =^

Expand your collection of
classroom resources.

by Gary Jensen
Roland-Story Middle School
Roland, Iowa

This selection of muterials v^as
compiled by Summer STS partici-
pant Greg Hawk.

Living Lightly on the Planet. Maura
O'Connor. National At dubon
Society, 1111 East Brown Deer
Rd., Milwaukee, Wisconsin 53217

Science Scope, NSTA. 1742
Connecticut Ave., N.W.,
Washington, D.C. 20009

Magic and the Educated Rabbit
Joel Goodman. Instructo/McGraw-
Hill, Paoli, Pennsylvania 19301
(1981)

Blueprint for a Green Planet: Your
Practical Guide to Restoring the
World's Environment. John
Seymour. Prentice-Hall.

Waste to Wealth [and many ^.Jte
titles]. Neil Seldman. Institute for
Local Self- Reliance. 2425 18th
St., N.W., Washington, D.C.
20009

How to Hold a Crocodile. Diogrow
Group. Treasure Press, London,
England (1986)

Paths to Nature. Davenport
Community Schools. 1100
Harrison St., Davenport, Iowa
52803

Big Secrets. William Pound3tone.

Quill Publications, New York,

New York (1983)
Bubble-ology. Jacqueline Barber.

GEMS. Laurence Hall of Science,

University of California, Berkeley,

California
Bubbles. Walt Bogan. A A AS. 1333

H St., N.W., Washington, D.C.

20005

Science Works. Ontario Science

Centre. Addison-Wesley

Publications Co., Inc., Reading,

Massachusetts (1984)
Game. Ecology-oriented word

puzzles.
Physical Science Activities (Life

Science ar^d Earth). M. Tolman.

Area 13 Educational Services.

423

270

ABC'S of STS

by Dick McWilliams
Grandview Park Baptist School
Des Moines, Iowa

Introduction

As a science teacher, you don't
have to be hit on the head to know
the students are losing their interest
in science. Needless to say, science
education is a little rocky.

These ideas will hopefully show
the benefits of an STS approach to
teaching. Try to derive concrete
ideas and set them in stone as you
read through this STS alphabet.

Aa— Aroma

Let the atmosphere of your class-
room tantalize the taste buds of sci-
ence in your students.

Bb-Bird Brain

We don't want to turn out students
with bird brains who simply parrot
back knowledge.

Cc-Cop Out

We don't want students who cop
out on science. Let's motivate them
to remain enthusiastic about sci-
ence.

Dd— Discover

Allow students to discover the
world through STS teaching.

Ee— Enthusiastic
Eyes Wide Open

Students should leave school en-
thusiastic about science, having their
eyes opened to societal issues.

Ff— Future

Prepare students who are
equipped to tolerate or cope with
future society.

Gg— Gang Buster

Join the ganp of STS teachers in
Iowa. Have a ball and break the
chain that imprisons you to the old
traditional science teaching.

Hh— Head Knowledge

Head knowledge is not enough.
Practical science is the ability to
make applications in a society
abounding with questions in decision
making.

li— Investigation

Allow students the priviiege of
bringing items of interest to them into
the classroom.

Jj— Jet Propulsion

Some students need a little jet
propulsion to get them into the realm
of science. Start them in the right
direction; try STS.

Kk— Knowledge

Science teaching should include
more than just textbook knowledge.

. LI— Love

STS helps students to fall in love
with science.

Mm— Magic

STS is magic. Sometimes it s a
matter of deciding which crafty activ-
ity to use.

Nn— Numbskull

In an STS classroom no student
feels like a numbskull. All are actively
participating.

Oo— Oasis

Are you looking for that oasis in
teaching? Try STS. It'll satisfy your
thirst for a new teaching method.

Pp-Point Out

When teaching by STS methods,
we are also pointing out societal is*
sues, and students hopefully will be
pointing out possible solutions to is-
sues.

Qq— Questioning

STS teaching encourages and al-
lows for students to question, which
in turn allow ^ for creativity.

Rr— Rake in
Resources

STS encou is raking in re-
sources (parents, businesses, etc.).

Ss— Serious Thinker

We hope to stimulate our students
to be serious thinkers who will not
laugh away their responsibilities in
society.

Tt— Tell Everybody

Let's tell everybody we can about
STS teaching.

Uu— L^ndercover

We don't want to keep the fun of
science undercover. Bring the fun of
science back into the classroom.
Use STS.

Vv— Vocations

Vocations in science are more
readily envisioned by students who
have been introduced to these voca-
tions by STS learning.

Ww — Wondering

We don't want students who grad-
uate wondering how they graduated,
but rather ones fined with the wonder
of science.

Xx~X-amination

X-amine your teaching under the
STS mircoscope.

Yy-Yell

Let's yell about STS. It's some-
thing to cheer about. Lead the cheer.

Zz— Zzz

We don't want our students to
sleep through class. STS is exciting.

Let's engrave these ideas in our
teaching minds. Let s chip away at
improving our teaching.

One Approach to Energy Education

by Willard H. Asmus
Hoover Intermediate School
Waterloo, Iowa

The gasoline and natural gas
shortages and the constantly rising
fuel costs of the middle 1970s and
early 1980s provided substantial ev*
idence of a need for students to be
educated in the areas of energy and
energy conservation. It is apparent
that though we are the largest
energy-consuming nation in the
worid we have neither the education
nor the skills to cope with an energy
crisis.

As a science teacher, I feel it is
imperative that an energy program
be designed that is both applicable to
and appropriate for the sixth grade
student. Such a prograrr should pro-
vide information on the tools avail-
able and the need to minimize en-
ergy costs and energy consumption.

Two goals were established to be
met by this program.

1 . to understand the economic
mechanism underlying events
and situations affecting students
indirectly;

2. to understand how to apply
economic ideas to minimize
personal energy costs. This
should help students become
energy-conscious consumers.

The sixth grade science curricu-
lum I developed is a hands-on ap-
proach to science education that
provides concrete, firsthand experi-
ences. Tne kitchen science philoso-
phy is used to implement the pro-
gram, because this facilitates
science as a positive everyday expe-
rience and not an experience iso-
lated in the laboratory.

Units were developed to promote
interest in energy science, in an in-
tensive eight-week science study
unit. The energy unit is presented to
approximately 100 sixth grade stu-
dents.

The classroom is conventional,
with a population of 24 to 27 stu-
dents. Each classroom receives a
complete energy kit with materials
needed to perform the activities.
Specific materials are placed in tubs.
The materials coordinate with indi-
vidual lesson plans and are grouped
in levels corresponding to specific
classroom activities. Transparencies
of sample activities and activity

PpYp'*s for students are incluaed.

tlN^plemental materials (transparen-

cies, kits, and energy-related equip-
ment) are available for checkout
from the district's resource contnr.

Our district science prograrii
strives to develop in each student
1 . a positive attitude toward
science as related to
himself/herself;
2.. curiosity, initiative, creativity, and
objectivity;

3. understanding and respect for
the environment;

4. fundamental skills in
manipulating laboratory materials
and equipment and gathering,
organizing, and communicating
scientific information;

5. an attitude that reinforces study
and academic skills taught in
other areas of the curriculum;

6. rational thinking processes that
underlie the scientific approach
to problem solving;

7. an awareness of the
relationships among science,
technology, and the society in
which the students lives.

The program encompasses work
in Energy and Energy Alternatives,
which is part of the district's required
middle school science curriculum.

Activities are planned for students
to use process science: observing,
classifying, measuring, collecting
and organizing data and ultimately
predicting and inferring the out-
comes of specified events. All stu-
dents become actively involved in
the investigations, either in small
groups or individually. They record
pertinent data, then make generali-
zations and draw conclusions. The
program is not only science; it incor-
porates mathematics, language arts,
social science, and fine arts skills.

The first unit of the energy pro-
gram emphasizes the nature and im-
portance of energy and energy
sources in our lives. The second unit
examines how and why energy
works. The concluding unit examines
the impact of energy in our lives and
the role of alternative energy
sources.

There are additional resouce ma-
terials and equipment to augment
the energy unit. The district and area
educational agency film library has

energy-related films, filmstrips, and
kits to be used in conjunction with the
energy units. Iowa Public Service,
the local utility company, provides
materials and in-class energy educa-
tion programs. (Contact the utility in
your area to find out about similar
programs.) The background pro-
vided by the unit experience,
namely, the activities, lessons, films,
books, and speakers enables the
students to experience discovery,
small-group decision making, and
the process of drawing conclusions
based upon research.

Stud?nt and program evaluations
rocus on the development of higher
order cognitive skills. Four goal clus-
ters, identified by Project Synthesis,
an activity funded by the National
Science Foundatior.. describe de-
sired results of a science education
program. The four goal clusters are
personal needs, social issues, aca-
demic achievement, and career
awareness. The diversity of affective
and cognitive student outcomes
makes a variety of evaluation proce-
dures and techniques necessary.
Cognitive behaviors can be mea-
sured adequately by traiitional
means, but certain affective mea-
sures require observation schemes
and student-kept records for in-class
and out-of-class activities. Whatever
the evaluation techniques, they
should be designed to measure the
diversity of the intended student out-
comes.

Through experiences, activities,
and exposur the students gain self-
confidence, added experience with
the scientific process, and improve-
ment in basic skills through creative
approaches to reading, writing, rea-
soning, quantitative thinking, and an
awareness to a variety of science-
and technology-related careers open
to their interest.

Through this program, students
become aware that the energy pro-
gram is a human-made problem and
that there are alternatives to our
present predicament. Children can
be helped to see that in a world rich
with alternatives, people, as individ-
uals or in groups, must choose their
solutions carefully.

Student and program evaluations focus on the development of
higher order cognitive skills.

' . . ; 272 4 1? 5

Chemistry— It's Elementary!

by Veda Flint

Northeast Elementary School
Glenwood, Iowa

The previously foreign words,
bases, acids, indicators, solutions,
and titrations, became part of a sec-
ond language in the vocabulary of
Beth Bloom, Annette Norris, Nancy
Edwards, Dorothy Hall, and Judy
Havnen as these five elementary
teachers from the Des Moines Area
Schools took part in the chemistry
section of the summer STS Work-
shops in Iowa City.

Participating in Dr. Deskin's chem-
istry lab each afternoon gave them
hands-on experience and insight into
how chemistry can be applied at the
elementary level.

Already in step with STS, Beth
Bloom is preparing to teach a unit on
air pollution. Annette Norris is deep
into oceans and Judy Havnen is de-
veloping a unit on mammals.
Dorothy Hall and Nancy Edwards
worked cooperatively on soil conser-
vation, realizing Iowa is rapidly losing
ground.

-= Thank You

A/8 v'ould like to take this oppor-
tunity to thank all of you for your hard
work, and help in making the 1987
Summer Chautauqua in Iowa City a
success. We truly appreciate the en-
thusiasm, cooperation, and creativity
you brought to our groups.

It is the freshness of your ideas
and experiences that keeps the
Chautauqua program alive and driv-
ing forward. Sharing these vital ideas
with your colleagues is a vital com-
ponent of S/T/S.

Thanks!
The Chautauqua Staff

Down the Road Ahead -

Future Workshop and Convention CcSsndar

October 15-17, 1987
NSTA Area Convention
Miami Beach, FL

October 22, 1987

ISTS Iowa Science Teachers Fall

Conference
Stouffer Five Seasons Hotel
358 First Avenue, N.E.
Cedar Rapids, Iowa

November 5-7, 1987
NSTA Area Convention
Pittsburgh, PA

November 14, 1987

Iowa Electric Science Seminar

IE Tr'wer

Cedar Rapids, Iowa

November 19-21, 1987

i>;STA Area Convention (and CAST)

San Antonio, TX

April 7-10, 1508

Thirty sixth National NSTA

Convention
St. Louis, MO

Announcing: The 1987-88 Chautauqua Conference Schedule

Next year's Chautauqua Program
promises to be eventful and intellec-
tually stimulating. Tell your col-
leagues now; our courses are al-
ready filling up. Remember, STS is a
team effort; send a friend.

October 16-17, 1987
March 4-5, 1988
Holiday Inn South
Des Moines, Iowa

October 23-24, 1987
March 11-':2, 1988
Indian Hills Community College
Ottumwa, Iowa

October 30-31, 1987
April 15-16, 1988
Buena Vista College
Storm Lake, Iowa

November 13-14, 1987
April 22-23, 1988
Jumer's Castle Lodge
Bettendorf, Iowa

er|c

Iowa Summer STS Participants

Name/Address

Rebecca M. Andresen

Eisenhower School
Davenport, Iowa
Rollin Bannew
South East Junior High
Iowa City, Iowa
Sharon Bender
Prairie High School
Cedar Rapids, Iowa
Larry Berland
Decorah Junior High
Decorah, Iowa
Beth Bloom
Howe Elementary School
Des Moines, Iowa
Jill Bouslog
Lucas Elementary
Des Moines, Iowa
David L. Bowman
Carroll, Iowa
Larry D. Burrows
Sumner, Iowa
James E. Cool
Centervilie High School
Centerville, Iowa

Gretchen Lee Deutschmann

Cono Christian School
Vt/alker, Iowa
Rae Ann Dickinson
East Central School
Sabuia, Iowa
David V. Dupee
Crno Christian School
Walker, Iowa

Nancy R. Edwards
Douglas Elementary
Des Moines, Iowa
Sheila Engel
Holy Family School
Davenport, Iowa
Thomas B. Ervin
Wood Junior High
Davenport, Iowa

Martha Farwell

Illinois City, Ifiinois

Martha J. Fenton

Van Allen Ele/nentary
Chariton, Iowa
Deloris E. Ford
Hunt School
Sioux City, Iowa

ERIC

Dorothy M. Kali

Adams Elementary School

Des Moines, Iowa

Maria Harter

Russell Elementary

Russell, Iowa

Judy Havneri

Barlow Grangi';r Elementary

Des Moines, Iowa

Greg Hawk

Oxford Junction Consolidated
Oxford Junction, Iowa
Lynn Hodgeman
West Francis
Centerville, Iowa
Timothy R. Hughes
Carroll, Iowa
Mary A. Ira
Watrous Elementary
Des Moines, Iowa
Sharon Johnston
Webster City Junior High
Webster City, Iowa

Donna Kersten

St. Joseph School
Earling, Iowa

Tina Koepnick
Prairie High School
Cedar Rapids, Iowa
Eric Korpanty

Slilwell Junior High
West Des Moines, Iowa

Kenton Krusor

Winthrop, Iowa

Michael J. Marty

Hempstead High School
Dubuque, Iowa
Mark J. McCarthy
North Scott Junior High
Eldridge, Iowa

David McLaughlin

West High School
Iowa City, Iowa

Michael G. Miller

Fremont School
Fremont, Iowa

Vera L. Miiler

Blakesburg Community School
Blakesburg, Iowa
Patricia L. Mothershead
Eddyville Community School
Eddyville, Iowa

274

Annette Norris

Wocdside Middle School
Des Moines, Iowa
Robert G. O'Connell
Wahlert High School
Dubuque, Iowa
David Palmer
Bunger intermediate
Evansdale, Iowa

Duane R. Proctor

Carroll Community High School
Carroll, Iowa
Dennis Reida

Chariton Community School District
Charlton. Iowa

Casey Reinkoester
Cono Christ" an School
Walker, Iowa
Irene Rockhold
Reynolds Grade School
Reynolds, Illinois
David C. Runyan
Postville Community Schools
Postville, Iowa
Ruth Smith

Chariton Community Schools
Chariton, Iowa

Robert H. Stanley
Andalusia School
Andalusia, Illinois
Kate Starostka
Studebaker School
Des Moines, Iowa
Robert L. Sweeney
Clive Elementary
Des Moines, Iowa
Roger C. Thiede
Dubuque, Iowa
Stan Thompsor?
Wilson School
Ottumwa, Iowa
Joe Toot
Nevada, Iowa

William Ward
University Park, Iowa

LaRee A. Wells
Reynolds Middle School
Reynolds, Illinois
Nancy Wright
Lincoln Elementary
Dubuque, Iowa
Donna Wynn
Hunt Element^-^
Sioux City, Iowa

TEACHER-LEADERS, 1987

William Hnrold Asmus
Hoover In'.ermediate School
Waterloo, Iowa

Larry Beeson

North Hi;3h School
Sioux City. Iowa
Susan Blunnk
Graduate Assistant
Science Education Center
The University of Iowa
Iowa City, Iowa
James Canfield
Fairfield Junior High School
Fairfield, Iowa
Cheryl Donlon
St, Benedict School
Decorah, Iowa
Veda Flint

Northeast Elementary School
Glenwood, Iowa
Darryl K. Hailing
Milford, Iowa

Curtis Jeffryes
Cromwell Elementary School
Creston, Iowa
Gary Jensen

Roland-Story Middle School
Roland, Iowa
Larry Kimble>

Mount Ayr Co.iimunity School

Mount Ayr, Iowa

uoe Lindquist

Graduate Assistant

Science Education Center

The University of Iowa

Iowa City, Iowa

Morgan Masters

Chariton Community Schools

Chariton, Iowa

Richard IVIcWilliams

Grandview Park Baptist School

Des Moines, Iowa

Joon McShane

Jefferson Elementary School

Davenport, Iowa

Joe Moore

Science Consultant

Keystone AEA

Elkader, Iowa

Edward Rezabek

Glidden-Ralston Comm. School

Glidden, Iowa

Jeanne Rogis

Oxford Jet, Schools

Oxford Junction. Iowa

Dale Rosene

K-6 Science Coordinator

Marshall Middle School

Marshall, Michigan

Edward Saehler

Lemme Elementary School

Iowa City, Iowa

Ernest Schiller

Central Lee School

Argyle, Iowa

Gerald R. Walsh

Washington Junior High School

Dubuque, Iowa

Chautauqua Notes Staff

Editor:

Assistant Ed*tor:

Paul Tweed
Susan Blunck

Copy Editor:
Ar^ and Layout:

Jackie Cartier
Stan Jess

Contributing Editors: Robert Yager

Jack Clark

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thf> Sji/tnci Sc>«oc« FoundjfOn and 1t>* N^t'Onal Sci«nc« T«K'««'« A390C<«-
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Sor>n$of» Th* Jrw#fvtv 0* ffw Sc>«<ic« Education C*^*

Nonprofit Organization
U S. Postage
PAID
Permit No 209
Iowa City. Iowa

SCIENCE EDUCATION CENTER

THE UNIVERSITY OF IOWA

759 VAN ALLEN HALL
IOWA CITY, IOWA 52'il42
319/335-1190

428

Vofume 3, Number 3

SCIENCE EDUCATION CENTER
THE UNIVERSITY OF IOWA

December 1987

Bunds LeadetsW^^

by Robert Yager

One of the most significant
aspects of the Iowa Chautauqua
Program has been the identifica-
tion and growth of some most ex-
ceptional science teachers who
are now leaders and critical ingre-
dients of the program. Of course,
most were great teachers initial-
ly. However, something has hap-
pened as these teachers have in-
teracted; they have affected one
another, some of their ideas and
teaching strategies have coalesc-
ed.

The STS philosophy includes a
reaching out, a searching, a use
of others for their ideas and ex-
pertise. It starts with the idea that
no one knows enough, has all the
answers, has experienced perfec-
tion. It focuses on the fact that
many share common goals,
especially those that call for
more student growth, better stu-
dent attitude, more student
creativity, more student ability to
use the ideas and skills ap-
proached in scienc? teaching.

One of the most important out-
comes of Iowa Chautauqua is the
network of teachers that las
evolved, especially the network of
lead teachers who inspire the
staff and new teachers. The lead
teacher group continues to grow
each year in terms of numbers
and in terms of skills. Each sum-
mer a leadership conferei.':e is
held in Iowa City which en-
courages personal growth and
revitalization, the refinement of
the fall program itself, and the
enlargement of the assessment
efforts.

This issue of Chautauqua
Notes includes examples of the
lead teachers that the program in-
cludes. They share their ideas,
perceptions, and concerns for all
readers, especially the outstan-
ding new group of teachers who
are now part of the STS and the
Chautauqua group.

STS builds leadership! Without
such leaders, the program would
not be half as effective as it is!

The Difference
Between

by Joan I. McShane, Lead Teacher
Jefferson Elementary,
Davenport, lA

What is the difference between
viewing a picture or painting a
portrait, reading an aviation
manual or piloting one's own
airplane, watching a football
game or scoring a touchdown,
reading a poem or writing your
own, teaching science tradi-
tionally or using an STS ap-
proach? All of these describe two
very different experiences. None
is as starkly different as the two
approaches to science teaching.

During the two years I have
been involved in the STS
Chautauqua Program, I have
found my science teaching to be
exciting, stimulating, and produc-
tive. Both my students and I have
discovered science classes now
not only include pure science in-
struction and laboratory ac-
tivities, but also how this
knowledge can be utilized in our
community. To put it simply, my
students have come to realize
that science is not only what hap-
pens second or third period in the
school day, but also what occurs
in their lives, both in and out of
the school ^ jilding. To me this is
science education now and for
the future.

Each year the University of
Iowa Chautauqua Program im-
proves the quality and quantity of
(continued on page 2)

4R9

STS Teachers Can Make A Difference

(continued from page 1}
its Offerings. The state wide ap-
peal of the Chautauquas speaks
for itself in the numbers who at-
tend a "summit" of Iowa science
teachers. I am delighted with the
1987-88 teacher participants. It is
intellectually stimulating to be
with professionals who are in-
terested in and trying to improve
their teaching— "to be the best
they can be"— to paraphrase the
recruiting slogan of the United
Stdt&s Army. The summer pro-
gram as well as the fall and
spring Chautauquas provide
these selected teachers oppor-
t^jnities to meet In small groups
with the teacher leaders to in-
teract, question, discuss, and
commiserate. Eventually these
participants share the results of
their STS teaching. It is this shar-
ing of successes that makes the
Chautauquas so rewarding for
ALL of us! As everyone knows,
success builds on success. STS
must be succeeding, as en-
thusiasm for it is increasing.
Teachers used to ask, "What is
JJTS?" Now the question usually
Js, "Are you involved with STS
teaching?"

I am excited about the ongoing
activities of the University of Iowa
STS Chautauquas. The Iowa Utili-
ty support tells me that Iowa in-
dustry is interested in science
education. The quality of the
Chautauqua participant tells me
dedicated science teachers want
to improve the science education
of Iowa's youth. Looking at this
mixtuie of components tells me
this Is a winning combination. IT
IS STS!

I am looking forward to the
time when STS is found in the
curriculum guides in every school
district in the state of Iowa as
well as in every science
classroom. Then, I believe, the
"difference between" will be con-
siderably narrowed.

by Curtis Jeffryes, Lead Teacher
Cromwell Elementary
Creston, lA

It seems a short time ago, yet
an eternity, that I became involv-
ed with the Chautauqua program
and STS. I can remember vividly
the confusion and frustration that
all the early participants felt
when trying to wrestle with what
STS was and how we were going
to incorporate it into our sciance
classes.

All of us in the program were
searching for something better
and we recognized there was
substance In STS. Our frustration
was compounded because we

had to find direction ourselves
rather than have others lead us
down a predictable, guided path.

At the time it was maddening,
but in retrospect it was probably
the only way to go. What evolved
from this was a Chautauqua and
STS philosophy created by
classroom teachers, the Universi-
ty of Iowa, and the Iowa Utility
Association.

Th^s uni'^ue partnership has
given birth to a movement in
science education in Iowa that is
quickly gaining momentum. Each
year the Chautauquas grow
stronger and the quality of pro-
ducts coming from them has in-
creased dramatically. The grow-
ing success of the Chautauquas
is a direct result of how well this
cooperative effort works.

Another fascinating part of this
program has been the profes-
sional growth of the classroom
teachers during the first three
years of the program. Through the

encouragement of the Iowa staff
and the support of the utility com-
panies, teachers in the program
have become involved in science
education in a way none of us
could have ever imagined.

Who would have ever thought
that we would be doing radio and
television interviews, writing ar-
ticles for publication, presenting
at national conventions, design-
ing and leading Chautauquas, ex-
plaining what we do to science
education experts, helping with
STS testing research, and so
forth?

My professional growth as a
science educator is still
somewhat mind-boggling. I didn't
know that part of me even existed
three years ago. It has now
created a purpose for my
teaching career and reaffirmed
my commitment as an educator.

Teachers often complain that
no one ever listens to what they
say, or values their opinions. In
the Iowa Chautauqua teachers
are heard and their opinions do
counL We have definitely had an
effect on the Chautauquas and
on the way STS is being
presented In this state.

The direction that STS and the
Chautauquas go In the future is
up to all of us. The University of
Iowa and the Iowa Utility Associa-
tion have made thdlr commitment
and we lead toachers have made
ours* How about you -the new
class of Chautauquans? If you
want your voice to be heard,
make the commicment You can
make a difference!

The direction that STS and the Chautauquas go in the
future is up to all of us.

It's Coming— Be Prepared

Are you ready for National Science and Technology Week? Plan something
special with your students and do it during tne week of April 24-30. It is a week set
aside especially for STS Ideas anu projects. Watch tor more information next
month.

A30 '

Interest

The Key ■pn

Education

by Morgan Masters, Lead Teacher
Chariton Community Schools
Charlton, lA

I was first exposed to the
"SIS'* bug at a University of
lowa/industry-sponsored Fall
Chautauqua workshop in me fall
of % 1985. It was truly a turning
point in my understanding and
identitying the philosophy by
which I approached science in-
struction. I had finally ^ound a
meaningful and logical approach
to teaching science concepts,
while keeping sturlents* interests
and enthusiasm high. The STS
philosophy seems to fulfill the
adage, "Interest is the Key to
Education*'.

Before Science/Technology/-
Society (B/STS), I entertained my
students from time-to-time with
interesting activities, but usually
only when time allowed, or it
seemed appropriate and related
to the established curriculum
time'line or it followed the
chapters of the book. An occa-
siorsal field trip or visitatior* from
a community resource brightened
our day, but then it was back to
•'Science'*, via the textbook, film
and worksheets. "I'* was the ma-
jor provider of information,
resource and decider of what was
or was not important and
necessary for learning.

I loved the days when we talked
about how our community was af-
fected by science concepts or the
newest this or that discovered by
NASA in this morning's
newspaper and the way things
work in real life. I also noticed
that students seemed to feel the
same way. But, remember,
science should not be fun and
games— or so I thought.

Then through my exposure to
STS I found I could combine all
those science facts and concepts
m\h the community and societal
issues and the technology
available into a big bundle of
O good stuff", which appealed to
ER^Qudents. As a result, I truly love

coming to school everyday and I
think a lot of students enjoy
science class much more. "In-
terest is the Key to Education".

STS have given me the oppor-
tunity to expose student to the
real world while learning the ma-
jor concepts of physical science.
Students need to know how con-
cepts are applied to real life
situations. There is more en-
thusiasm and total participation
in the activities and projects that
surround the concepts we ex-
plore. Students seem to work
harder at investigating and
understanding. Parents show
more interest in their son's or
daughter's science assignments.
Community involvement from ail
aspects has increased. Students
have learned they are important
and can make contributions to
decision-making situations in our
community.

The Chautauqua Progam has
changed over the time of my in-
volvement and those changes
have all been positive. The
**teachers helping teachers"
philosophy now used in our
workshops seems to help to bet-
ter bond instructors together in
terms of communications and
sharing instructional philosophy
and ideas.

Every time I am exposed to a
new group of teacher participants
in our Chautauqau P'ogram I am
impressed by the talents and in-
novative ideas they possess. Pro-
viding the opportunity for so
many enthusiastic professional
educators to get together is in
itself rewarding. The support
shown oy the University of Iowa,
the Iowa Utility Association and
other organizations help instill
confidence to all of our par-
ticipants.

Looking to the future of our
Chautauqua Program, I would like
to see more opportunities for
teachers getting together to
share their successes and
failures during the year. Possible
for just one-day get-togethers in a
two or three county areas, for ex-
ample. The sharing of ideas with
colleagues is very valuable. I
would also like to see cur pro-
gram expand outside of Iowa to
our neighboring states. The larger
the number of educators, the
greater the input of shared ideas
and success stories.

... 278 4 'Si

by Ed Rezabek, Lead Teacher

Glidden Ralston Comm. Schools
Glidden, lA

In kindergarten and in the first
few years of school we have a
very curious, questioning, inven-
tive child entering the world of
"education". What do we do with
this curiosity?

Kindergarteners really learn all
they need to know to live in
kindergarten!! Wisdom is not
found at the end of the line when
you receive your diploma for this
degree or that degree.

What do you need to know?
Share everything. PJay fair. Don't
hit people. Put things back where
you got them. Clean up your own
mess. Don't take thingo that
aren't yours. Say your sorry when
you hurt somebody. Wash your
hands before you eat. Learn some
and think some and have some
fun once in a while. Fake a nap in
the afternoon. Hold hands and
stick together. Watch out for traf-
fic. Be aware-ask questions.
Remember the little seed in the
plastic cup? The roots go down
and the plant comes up. Nobody
really knows why, but we are all
like that. (Idea borrowed from
Robert Fulghum-Kansas City
Times (September 17, '86]).

Remember Dick and Jane? The
key word they tried to teach us
was LOOK. Everything you need
to ijnow is found somewhere.

Remember one of the objec-
tives of STS is to open doors for
our students enabling them to
have a better LOOK at the world.
IHow we go about this is an in-
di/idual thing. The key point is
that we open them— let the
students close them when it s

(continued on page 4)

icontmued from paQ9 3)
time.

One of the most difficult parts
of adapting to the STS
philosophy Is to leave ihe doors
open. Just because we sper.J two
whole days on the water cycle
doesn't mean that its time for a
test and then move on to
something else in the curriculum
guide.

You have a plan in mind to
teach a certain topic. Fine. Now,
what/how would the Kids like to
learn about the topic? How do
you find out? What can you do to
expand on an area of Ftudy? The
teacher/facilitator, can find this
kfnd of information out and make
the Kids feel like they have a role
in selecting what to study in
science.

Start off with a brainstorming
session on the topic th^^t is to be
studied. Let's say you went to
study Nuclear Energy. F-Ind out
what the kids know oout ihe
topic and get them In a frame of
mind for the topic. Individually,
have the students make up a
que6tion(s) they have concerning
the topic. This might be
presented as ''What do you
A'onder about when I mention
Nuclear Energy?'* Give them a
few minutes to think about this.
Next have them get together with
one or two othp" classm'Htes and
discuss their questions in small
groups. Have the group write up
their questions on larger pieces
of paper. Construction paper and

markers work well for this. Each
group then posts the set of ques-
tions in the room. These can be
taped up, pinned up, or in some
way made visible to the entire
class. Each student then walks
around the room and looks over
the variety of questions that have
been posed and has the task of
selecting the one question that

ingboard. Your students have
given you ideas on what is of in-
terest to them concerning the
direction you have chosen. Ad-
just your teaching to the needs of
the studento!

Open yourself up to the Kids.
Open the doors and have a looK.
They do have questions of impor-
tance to them. You don't have to

SrS can help open some doors which have been long clos-
ed by more traditiK^nal educational systems^ You are the
key!

he/she would be Interested in
researching. (If there Is more than
one Df interest let them choose a
couple) The students choice(s)
then are turned into the teacher
and ideas are explored for further
research.

This is a yoo.l time to worK
through the process of re^aar-
cning and reporting information.
MaKe arrangements with the per-
son in charge of such information
In your building. TaKe the
students to the library and have a
session on library use and finding
Information.

Allow the students ample time
to complete their research. Have
the students report on their fin-
dings. Be creative in how this is
done, video taped television
specials, student demonstrations
to lower grades, etc.

rjow you as the
teacher/facilitator have a spr-

feed them information. Let ttiem
feed themselves!

What Kinds of questions do
Kid. asK? Will this help my grade?
Does spelling count? Are you go-
ing to grade this? Should we write
this down? Did you get a haircut?
Did I miss anything? or did you do
anything important while I was
out?!!! Is this going to taKe the
whole ne. iodi WHY DO WE HAVE
TO LEARN THIS? These are the
Kinds of questions Kids typically
ask ''^'iergarteners don't care
abov. ides, spelling, how long
it will taKe, what the teacher
philosophy is. They care about
what ever it is they are curious
about.

But it is possible to return
some of the curiosity and wonder-
ment we all experienced as 5 year
olds. STS can help open some
doors which have been long clos-
ed by more traditional educa-
tional systems. You are the key!

ERIC

TRY .HIS!

Make sure you keep your ad-
ministrator Informed and up to
date on the STS project the
students are doing. The students
can do this for you. A weel<ly
report generated by the class is
perfect tc send to the principal's
office. The report should reflect
what has happened in science
ji during the weel<. Send along a
II copy of the articles the class
li discussed or research done by
|i the students. Every once in
.1 awhile video tape a class and in-
vite the principal in to view it
with the students at the end of
the week

Enthusiastic Teacher Reactions

by Ree Ann Dickinson
East Central Scfiools

STS, student-planned cur-
riculum, relevant topics,
technological advancement, en-
vironment, energy, water, air! it's
all swirling, whirling, buzi^ng, fuz-
zing up my brain!

Even tl^ough Tm in my second
year as a Chautauqua participant,
I am still feeling the excitement
of a rool<ie! After the attempt to
teach my first STS unit last
spring, I realized there were
mistal<es made, changes needed,
ideas to build on.

Last summer, more STS ideas
were added to my already
overflowing consciousness.

Even though I haven't •'rewrit-
ten" each of my science units
that I present during the course of
the school year, I'm a changed
person. I no longer look at
science as curriculum to be
taught, but rather, life to be ex-
perienced! Since I have entered
the realm of STS, my science
teaching has not been the same.

Recently, when mentioning an
upcoming field trip to our local ar-
boretum to further our studies of
plant life cycles, one of my
students said, spontaneously,
••Gee, why do we do so many fun
things in here?" Speechless, I
just smiled.

i432

STS and Chautauqua:
Rings of Hope for Teachers

by Larry Beeson, Lead Teacher
North High School
Sioux City, lA

In these days of trying to com-
pete with 1.000 other things a stu-
dent would rather do, I have
found that the Chautauqua and
STS programs are rings of hope
for teachers.

In Chautauqua, I like the idea
of gettng together with not just
teachers from mv regions, but
fit>m the state d whole, even
from other states. I enjoy being
able to exchange ideas that work
in the classroom with other
teachers. All too often, we as
teachers isolate ourselves from
our greatest resource— other
classroom teachers.

From fellow teachers I have
met through the Chautauqua pro-
gram I have found that they have
the same problems I have had in
the classroom. Through these ex-
changes, I am amazed at the
many good ideas that have come
up to solve these classroom

situations.

As for STS, it has changed my
way of thinking of myself as a
teacher. I guess I thought of
myse;* as a dispenser of
knowledge. I would give the
students the concept (which I felt
they couldn't go on through life
without) and they would be able
to understand and adapt it to any
issue of advance that would enter
into their lives. I had one problem
with that line of thought— it
wasn't working out as good as I
wanted.

With STS, I can let the students
have some say in what they feel
is important to know or what they
feel is important to their lives. If I
can get them to establish owner-
ship, that it was their idea to learn
the concept, I can get better
understanding. With the use of
tech advances and social issues
that are important to the
students, STS gives me a multi-

prong attack to get better
understanding. Now I feel I'm
more of a questioner or prober of
knowledge, rather than a
dispenser of it.

In my view, the biggest change
in the Chautauqua format is be-
ing able to get the concept of STS
from the ''talked-about stage" at
the workshops to the "use it"
stage in the r^lassroom. I feel this
has been done by the teacher
leaders and the staff of Chautau-
qua by showing and sharing
teaching ideas with the teacher
participants.

I see the program getting
stronger each year with the quali-
ty of teachers we are getting to
participate In the workshops.
With each new group of teacher
participants, we are getting peo-
ple who are more informed regar-
ding STS and Chautuaqua. I really
feei the word is getting out.

Exchanging STS Ideas

ERIC

by Jeanne flog/s. Lead Teacher
Central Comm. Jr. High School
Dewitt, I A

How many times does a
science teacher in rural Iowa
have an opportunity to meet w^m
other science teachers and ex-
change ideas? The answer is
simple— as often as a University
of Iowa Chautauqua is taking
place! The opportunity for the ex-
change of now classroom Ideas
is the most important facet of the
Chautauqua program to me.
Without the Chautauquas It
would have been very difficult for
me to have incorporated the STS
philosophy into my science
classes. STS projects have serv-
ed as excellent motivators f'^r my
classes during the past few
years. STS seems to provide the
tool necessary for making
;ience relevant to my students'^

lives. Using the STS philosophy
my students have compared dif-
ferent types of insulation for
homes and related it to heating
costs. We have compared natural
dyes to commercially-prepared
dyes and came to ihe conclusion
that technology has certainly
made *'dying" easier! We opened
a study of ocean currents by mak-
ing ice cream and comparing the
change in temperature of ice
covered with salt with plain ice.
We then related this to density
currents and the effer* on our
climate and food supply.. We also
used the pumpkin patch and later
a vegetable garden to explore
agricultural practices of the past
and their effect on the future. All
of these projects had their effect

on the future. All of these pro-
jects had their beginning in
presentation or conversations
from the Chautauqua Program.

In my years of association with
Chautauqua Program I feel that
one of the most positive changes
that has come about is the sup-
port given by the Iowa Utility
Association. The teaching
materials which they have fur-
nished have supplied many new
ideas to each participant. Their
materials, as well as their funding
and support for the entire pro-
gram have been invaluable.

I feel that once again we have
started on a very exciting pro-
gram of creating new STS
modules. Each new participant
(continued on page 6)

280

433

(continued from psge 5)

Offers their own flavor to each
Chautauqua and in so doing,
enhances the program. The
Chautauqua Program would soon
become very monotonous If It
weren't for the individual per-
sonalities involved. It has certain-
ly been a privilege to know and
work with these different per-
sonalities and programs through
the years.

A stronger communication net-
work has developed between all
facets of the program. It is impor-
tant that we keep communication
open. There should be oppor-
t^jnitic for partic ♦o com-
municate with the o*. the
other participants. I ted that
more articles should be included
in each newsletter which have
been generated by the present
participants. Perhaps even a
Saturday when participants could
meet together halfway between
Chautauqua sessions would pro-
vide some welcome dialogue.

I can foresee the Chautauqua
Program continuing \o grow in
the next several years. With this
growth I feel the need for better
communication will become even
greater. We are standing on the
edge of a very exciting time in
scier.ee education. STS modules
are certainly a good way to make
science much more relevant.

Science Education:
Memorization and Regurgitation

ERLC

A Letter to All STS Teachers

by Ernest Schiller

Ceritral Lee School Argyle. I A

As a lead teacher at the Betten-
aorf Chautauqua m November. I
witfiessed ar) infusion of ideas and
excitement about developing a new
pro/ect relating to science content
presently taught, but including
societal issues and related
technology. Several of the
workshop participants were on
campus at the University of Iowa
last summer where an initial in*
troduction ^.*as given to STS. Those
participants came to Bettendorf
prepared to share their STS projef'ts
8 ready includb'i in th^tf curriculum
The summer participants blended
well with the ne/i ^-orkshoc
enroilees A lot of good discussic *
and brainstorming led to a raft of \
Creative ideas Spring '88 m Betten
dorf will be exciting when we view
the completed protects and share
the evaluations of STS science
classrooms
Good luck to al' the STS teachers
you un^etl ,ou'' oto,c • f \Our
Classrooms

by Jennifer Horn, Research Assistant

Here I am, sitting in the middle
of the University of Iowa's
science education department,
trying to ingest and disgest the
information and Ideas about STS
that are being introduced to me (I
did find out that STS stands for
Science/Technology/Society). Be-
ing an undergraduate now to the
Chautauqua Project, it seems ap-
propriate that I should look at my
own experience in science to
help get an idea of the direction I
should be heading. So I tip back
in my chair that tilts, swivels, and
rolls and reflect on the hours of
my life spent so far in science
classes.

My in-school science educa-
tion didn't really exist until fourth
grade, and, even then, i*m not too
sure it existed. The class loved to
get out of school for the field trips
to take walks through the nature
preserve, but learning the dif-
ference between red and white
oaks doesn't take too much
thought. We were introduced to
microscopes in fifth grade: we
got the light-weight, blue plastic
scientific instruments out of the
cabinets and weren't too sure
what to do with them. Nothing
much happened in the sixth
grade classroom, either, but I did
learn about the human brain in
the Talented and Gifted program.
This experience was a big step
forward, because we were en-
couraged to be curious and ask
questions, to think for ourselves.

Finally, In junior high, there
were entire class periods devoted
to science, and I went on to take
four more years of science
courses in high school. Notice,
though, that I said there were
class periods devoted to
science— I didn't say devoted to
teaming, understanding, or think-
ing about science. For the most
part, my classes were devoted to
momorizing scientific informa-
tion and then worrying about
whether or not Td be able to

regurgitate my notes word-for-
word when I took the tests.

However, there were a couple
of exceptions to this rule of
memorization and regurgitation.
The classes that everyor^e com-
plained about the most. Why?
Because we were expected to
think, to make connections on
our own; and that takes a little
more energy than memorization.
The tests we all dreaded were the
ones that described experiments
we hadn't talked about in class
and then expected that we'd ac-
cumulated the information and
analytic skills enough to make
the right conclusions. In the end,
these tests turned out to be most
worthwhile, and sometimes even
a little fun. because we had lively
discussion (which sometimes led
to heated debates ) over the right
answers. We all learned, because
we had to explain our reasoning;
and to do that, we had to know
the material thoroughly.

While there were a couple
classes in which it was nncessary
to use my mind to do thirigs other
than just memorize, thare were
very few situations that called for
creativity. Without creativity,
students often become bored,
and boredom often leads to
negative educational experience.
This is why I'm excited about the
goals of the Chautauqua Project
as It searches out and utilizes
both creative teaching ap-
proaches and creative evaluation
methods. It will alleviate boredom
and turn out more interested and
better-educated students, and
with my college goals. I hope to
be able to help. At present. I am
planning to study English and
science education with emphasis
in creative writing and physics.
Creative lab reports? Narratives
about the travels of a wave? Who
knows? But I'll try to get rid of
this memorization and regurgita-
tion stuff.

281

43i

Before and After STS

by James Canfield, Lead Teacher
Fairfield Junior High School
Faiifield, lA

This will be my second full year
in the Chautauqua Program, and
things have changed drastically
in my classes. Before STS, I
started each year with a *'Mr. C
list of 5,000 things needed to
know about Earth Science",
believing that these would be
useful someday. I think the one
fact that shocked me more than
any other was my first summer
Chautauqua Program, listening
to' Dr Penick and his survey on
P'^eferences. Being so close to
the problem, it Is sometime dif-
ficult to see there Is a problem.
How often have you heard,
•Wheri will I ever use this?** or
••Why do we need to know this?"
The further students advance In
school, the less they seem to like
Science. This also corresponds
to the fact that their teacher Is
more specialized possessing a
better science education, or has
more science knowledge.

I recall some of my elementary
teachers-science was the subject
they liked the least, or so It seem-
ed, because we did science only
if there was time, and often there
was no time. With this In mind, I
have tried to alter the way I ap-

proach a new Earth Science
class. No longer do I start out
believing I am the fountain of
knowledge that will lead them out
of the darkness Into the light.

Many of the topics we now
study relate to the student's
needs and current social issues.
Some of the main Issues In our
town today Include the water
system, along with ground water.
The city is battling a rural water
system, as well as attemptmg to
meet the new state standards for
water. Many of our students are
rural, and have their own wells.
They are reading more and more
about ground water contamina-
tion.

The city students vs. the rural
students on water issues
presents an Interesting dilemma.
Even at i' is age, they realize that
there Is a cost factor: Who pays
the bill? How clean can we have
our water? How clean must our
water be?

Over the past unit, we have had
outside speakers relate to the
class on ag chemicals in water,
purifying water machines, city
water, the State of Iowa Depart-

ment of R.C.D., and a county
representative. Each of these
spea^'ers presented mteresting
ideas to the students and at the
end of their talk, the students had
the opportunity for 10-15 minutes
of questioning. Often their ques-
tions related to earlier speakers
or what they had mentioned. The
students could readily grasp the
importance of what they were
learning and how It will affect
their lives In the future. We even
have a few students that want to
educate other students concern-
ing what Is happening to their
water. They have also mentioned
writing letters to the editor of our
local newspaper.

I think one of the most difficult
tasks will be cutting off the unit.
This students do not want to end
this work. This definitely is a plea-
sant surprise! All I hear previous-
ly was, "When are we going to be
finished with this stuff?** or "How
will I ever use this Information?**
Now It Is, "Do we have to end
this?** I feel this becomes a key
factor in getting them to keef
ploring ideas: because they w
to, and not solely because t. *
teacher thinks it Is useful.

ERLC

Editor's Corner

This is the way it should be from now on - hardly enough room
for the editor to say a few words. I am delighted to see so many
teacher authored articles in this issue. Your excitement and en-
thusiasm for STS are reflected in the thoughts and idead; you have
shared. Thank you for the extra time during this busy season. I
hope to have less room next time! Keop sending articles for future
issues.

It is important for you to remember that STS works best when
you work with your students as learners. Every new year b.^i'^gs
many opportunities to grow and learn more. Don't let these
chances slip by in the future for you or your students. Just think:

"While there is no guarantee that life will be better in the future,
it can be better. We possess the tools and the know-how to feed
the world's peoples, to communicate better, to build better en-
vironments, to educate everyone, to provide better medical care,
even to entertain ourselves better. The question is not whether we
can do these things, but whether we will and when.*'

Outlook •87. World Future Society

Susan Blunck
Program Coordinator^

STS: Science
for Tomorrow

by Gary Jensen, Lead Teacher
Roland Story Middle School
Roland, lA

"There is so uch to learn, is a
statement often heard from the
older generation. I believe this Is
a statement that Is finally being
considered by most veteran
science teachers. We at^ told by
the experts in statistics that we.
on the average, are instructing
more future criminals than future
scientist! In our classrooms.
What is a science teacher to do?
Tve done things in my classroom
to get the student's attention
each day-but c^ y the or js in-
terested m science gei exciteJ

(continued on page 8}

282

tcontinued from page 7)
about the lesson using this
technique. Are we really getting
to each one the best that we can?

Experienced teachers have
come to the stage in their instruc-
tion that haunts them again and
again. Are we spending too much
time on aviation and not enough
on the DNA molecule? It^s the old
scope and sequence argument-
get a little bit of everything. Of
course that is impossible. My
science teaching has arrived
back to the Edison school of
practicality-almost the one room
school theory. Let the students
teach each other. If what Tm
teaching is so Important, then
why can't most of the students be
interested or turned on ^y the
very nature of their curious
selves? I've come to the conclu-
sion that if the subject Is not rele-
vant to their life, then science is
just a gimmick (and this, too shall
pass). Tve arrived at the realiza-
tion that what we are doing in
class needs to be Important to
each student. It has to be a mat-
^ei of personal pride and an issue
chat the student wants to tackle.
The student will take on a project
if the student feels that his opi-
nion counts as much as
everyone's. I think the STS model
has the right emphasis to teach
by project and Issues. I start with
the concrete and stay in that
realm unless an individual stu-
dent needs to move Into the
abstract. As a teacher, I see the
projects roll in and the many
questions the students ask. I
know that ! finally have hit on
something that I tee! is indeed
the right thing to be doing with
the student's time. It makes the
student feei that his opinion is
important and that he matters in
the things that he sees and lives.
Start with a little and work more
and more STS into the classroom.
It will be uncomforteble at first
because we are not the experts
the students think we are. Our
role as a facilitator and learner
will be visualized by the student.
The student as a researcher and
decision maker equips them for
the unknown future. They learn to
find and process information that
seems important to them.
Present STS philosophy as 1

see It, allows the instructor to ar-
rive at a local issue to study.

Newspapers are full af articles
about technology, science, and
society for a science class to in-
vestigate. The issue the teacher
choose to work at can take the
class through as many science
concepts as the imagination and
the student's wil> allow. I believe
STS is an approach on which to
base teaching. ''Teacher-proor'
materials have been suggested
but I think It is much more
valuable to find my own materials
in periodical literature of today.
This is risky teaching compared
to ready-made material to which
we have become accustomed.
There is a surprising amount and
quality of material the students
will accumulate to research the
issue. I find my teaching has
become much richer by using the
STS philosophy and more en-
joyable since it is not just another
class to be taught in the same
way as all the other years. The
STS idea is very old, yet for today,
very new-the science for tomor-
row.

Rich
STS Resources

by Joseph G. Lindquist

In the October newsletter, I
talked at length about the use of
resources. Since writing the arti-
cle, a couple of good suggestions
have came to mind on how to ob-
tain resources. These are ones
shared with me some time ago.
One suggestion ties closely with
two frustratiu.iS I faced while
teaching at my former school.
This school had a librae with
almost no science periodicals,
past or present. I also had some
students, who given the oppor-
tunity, would take the time to look
at and read science magazines. A
suggestion to help with these,
and other, related problems is to
ask community people to donate
past Issues of magazines like Na-
tional Geographic, Discover,
Time, etc. Some of us have pro-
bably even visited friends or
relatives who subscribe to a
magazine like National
Geographic and who just can t
seem to throw the darn back
issues away. There these people
are with back issues stacked to

the ceiling, just looking for good
place to donate them. Offer your
room (or school library) as a place
to donate them.

A colleague shared another
good idea. To meet some of her
classroom supply needs, she
would list in the local newsoapor
needs she felt community people
could help meet. Now what a
grea^ idea!! Not only would this
work in obtaining aquariums,
tools, and broken appliancc.s but
also magazines and newspapers
(not to mention the possible
positive PR).

Resources— what excellent
things to share with others.
Christmas— an opportunity to
share special time with family
and friends. Chautauqua— what
an excellent way for teachers to
share exciting classroom ex-
periences with other teacher's.
Three fine words— relevant not
only in this ' usy, yet special, holi-
day seasc but all year round.
Happy holiday to you and yours In
this time of sharing. I hope the
new calendar year gives you 5ots
of reasons to continue the
Christmas theme of sharing!

Technology RevUw— (Monthly
maga^<ne edited by staff at MIT)
P.O. Box 978

Farmingdale, NY 11737-9878

The Hastings Canter Report— (Bi-
monthly magazine dealing with
education and research programs
on ethical issues in medicine, the
life sciences, and the profes-
sions)

The Hasting Center

255 Elm Road

Briarcliff Manor, NY 10510

State of the World
1988— (Manuscript which pro-
vides hard hitting assessments of
global resource management)
WorldWatch Institute
1776 Massachussetts Ave., NW
Washington, DC 2C077-6628
(202) 452-1999

Teacher's Clearinghouse for
Science & Society Education
Newsletters
210 East 77th St.
New York, NY 10021

Ocean Prospects: A High School
Teacher's Guide i'jr Ocean
Related Topics.— CM. Piumr^- r
($1 pamphlet which covers

(continued on page 9)

(continued from page 6)
ferent topics with lists of
resources included.)
Virginia Sea Grant College Pro-
gram

Virginia Institue of Marine
Sciences

The College of Williarp & Mary
Gloucester Point, VA 23062

by Ernest Schilier, Lead Teacher
Central Lee School
Argyle, I A

One of the most successful
STS units I developed was a re-
cent unit on the "AIDS Dilemma .
While studying viral organisms in
biology, the students began to
ask how the AIDS virus relates to
the typical diseases that viruses
cause. Not knowing very much
about the AIDS virus, \ put it into
the hands of the students and
turned it into a STS project.

The students researched cur-

rent publication that included
magazines and newspapers. They
reviewed brochures and pam-
phlets distributed by area doctors
and the county health nurse. They
searched these articles to deter-
mine the truths and falsehoods
that appear in these articles.
Even though the student's
knowledge in the area of "AIDS*'
was limited, they found a lot of in-
consistencies in the various ar-
ticles that were published. They
categorized what was true from
these articles. They categorized
inferences from the stories and
news clips. They soon determin-
r>"J that all that one reads is not

Iowa Conservation Education
Council— (Membership * informa-
tion)

Route 1, Box 53
Guthrie Center, lA 50115

A Whack on the Side of the Head,
A Kick in the Seat of the
Pants— (2 books dealing with

necessarily true.

The students also found that
even television was carrying a lot
of news stories and programs
about AIDS education. Several
were taped by the students and
were brought in. After previewing
these, several were brought Into
the class to be used as resource.

The students probably learned
more about a disease and the pro-

blems that the victims and their
families face than simply talking
about viral infections. Discus-
sions led students to investigate
their own value standards. They
know that during their life, they
may encounter ( "AIDS'* victim
in their school, church, or com-
munity. Hopefully, they have ob-
tained a few facts about what the
medical community feels is
known about the disease. They
are aware of probl^rr s associated
with developing technology to
cure or prevent the disease. They
have definitely discovered the
societal implications associated
with this viral disease.

. 284 437

creativity and innovation) Both by
Roger von Oech

American Red Cross— (Aids infor-
mation and workshops)
Hawkeye Chapter
2530 University Ave.
Waterloo, lA 50701
(319) 234-6831

Applications of
Scientific
Principles

by Catherme Cook, Research
Asslstar^t

Recently, I took a test dealing
with the Science Process Jo-
main. What kind of a test is this?
The questions give you a state-
ment and the test taker is suppos-
ed to use that information to draw
a conclusion. For example,
Given: the hotter the water, the
faster the sugar will dissolve.
Below this statement are four
jars, each with a different
temperature and a different
dissolving time. At first approach,
we might assume that the jar with
the higher temperature would be
the one in which the sugar would
dissolve the fastest. However, we
also have to consider the amount
that we want to be dissolved.
Therefore, the answer is not bas-
ed on merely the temperature, but
the dissolving time instead,
because the dissolving time in-
cludes tde temperature when it is
figured out.

This test was geared for
students in grades seven to nine.
I confidently too'' the test,
assuming I would easi. ^now all
of the answers. After all, I am a
college student and this test was
set up for studentr four years my
junior. I incorrectly answered a
few questions. This startling
revelation is what prompted me
to write about my high school
science education, or rather, lack
of. Perhaps by learning about
what I feel I missed, other
students as wcli as teachers will
benefit in some way.

Looking back on my high
school science education. I find a
tremendous void. I remember tak-
ing courses such as biology,
chemistry and physics, but the in-
(contmued on page 10}

ANNOUNCING

The Third National Technological Literacy Conference: Technology.
Democracy, and Development once again, the TLC will take place at the
Mamot Crystal Gateway Hotel, right across from the nation's capital m Arl-
ington. Virginia. February 5-8, 1988. As in past years there will be com-
prehensive coverage of developments in STS education and technological
literacy at K-12, college, and adult education levels. For more information
contact Leonard Waks. Program Chair. STS Program. Penn State University
(S14) 865-9951.

Acquired Immune
Deficiency Syndrome and STS

One of the most successful STS units I developed was a re*
cent unit on the ''AIDS Dilemma'\

(continued from page 9)

formation obtained through these
classes has almost completely
vanished. One could argue that
the reason this information has
left me is due to the fact that I
took some of these courses many
years ago. However, I must
strongly disagree. The reason I
have found for this loss of
memory stems back to the em-
phasis placed upon facts. Why
would anyone want to remember
mere facts when they don'l per-
tain to real life situations? Take
courses like Family Living or Mar-
riage and Divorce if you want a
C9urse that deals with life, is the
answer many hastily offer. Col-
leges want students who take
courses where factual informa-
tion is learned. Unfortunately, the
goal of students is to appear a
Renaissance person on college
applications- They take these
scienca courses and come out of
them with not much more than a
few useless equations scrambled
in their heads. The reason I feel
college de-emphasizes the need
for skills dealing with life, or more
specifically, the need to show
how science relates to the world
we live in can be blamed on an in-
adequate testing system. How
can we test for creativity? How
can we test if a person has learn-
ed to cope better as a result of
leaming scientific principles and
relative applications of these
principles? Unbeknownst to
many, science can be an integral
part in bridging the gap between
life and fajts. The possibilities
are endlefiS. I hope by writing
about my science experiences in
high school that my point has
been made. Science is not just a
bunch of facts, but an important
part of everyday life.

Holiday Smorgasboard —
A Sampling of Thoughts

ERLC

by Joseph G. Lindquist

The faM Chautauqua
workshops are completed, I'm up
to my eyeballs in work, basketball
season is in full stride, and a
small-town Michigan Christmas
is waiting for me just around the
corner— WOW!! — it must be
December already. I hope
everyone's school year has gone
well up to this point!

During the course of the next
few paragraphs, I will be lightly
touching bases on a couple of dif-
ferent topics. The first of these
topics will be a short introduction
of two young ladies who are work-

family moved to suburban
Chicago during her sophomore
year in high school. Like Cathy,
Jennifer has a fine academic and
activity track record. She is a Na-
tional Merit Scholar with a strong
background in science. While
here at the University, she plans
on double majoring, both in
english and physics, with the
hopes of being able to someday
combine the two areas as a
secondary teacher. (Definite STS
potential here!) Jennifer speaks
enthusiastically about her family
which includes her parents and a

Simpson defines science as "an exploration of the material
universe, seeking explanations of objects and events; but
the explanations must be testable''.

ing here in the science education
center as undergraduate
research assistants.

Cathy Cooke and Jennifer Horn
are two freshmen who, along with
a few other classmates, earned
the right to work as
undergraduate research
assistants in various depart-
ments across campus. Cathy
comes to us via the fine state Oi
New York. She attended school in
Wantagh, NY, finishing with a
fine track record both in the
classroom and in co-curricular
activities. Cathy has a strong in-
terest in science, reflected in her
past coursework, her current
enrollment in the pre-pharm-^y
program, and her interest i
science education. These faciwiS
and her fine personality have
made her an interesting source of
information regarding how
science is taught. When I asked
about her family, Cathy's eyes
sparkled as soon as she started
talking about her parents. Cathy
is obviously proud of them. She
mentioned, too, that her grand-
parents live here in the state of
Iowa— so she does have an Iowa
connection.

Jennifer Horn calls Darien, Il-
linois her home although she.
too, >>as an Iowa connection. Jen-
nifer's connection is that she is
originally from Dubuque. Her

^5 year old brother.

Due partly to their
backgrounds and I'm sure partly
to their office being located here
in the science education center,
both of these young ladies were
very inquisitive about the
Chautauqua Program and STS.
Well this answer leads to another
question which lead to more
questions and answers until
eventually the discussion evolved
to the point where I asked the two
young ladies to review the evalua-
tion packet we had given to this
fall's \^>rkshop participants and
then share with all of us some
overall thoughts on their K-12
science experience. Their articles
are found in this issue. Please
read, enjoy, and then share with
^us your co ments.

In mid-November, Susan, Dr.
Yager, and myself gave what turn-
ed out to be a two hour seminar to
interested faculty and graduate
students here at the Science
Education Center. We talked
about what STS meant to us, the
philosophy behind the Chautau-
qua Program, and shared some of
projects undertaken by par-
ticipants in the Program. Some
interesting dialogue resulted.
One point stemming irom this
dialogue was regarding the real
defmition of "science" (and if
(continued on page 1 1)

(continued from page 10)

there is just one?). This ended up
to be good food for thought.

Helped by Information sup-
plied by some staff people, I've
come up with a couple of defini-
tions of science that I'll share.
Some of the workshop par-
ticipants will remember Dr.
Yager's reference to George
Gaylord Simpson's definition of
science. Simpson defines
science as "an exploration of the
material universe, seeking ex-
planation of objects and events;
but the explanations must be
testaole". Another definition is
otie 1 remember learning as a
secondary student. Science as
defined as "the study of nature".

A third definition is one from a
reading in my "meaning of
science" course. A philosopher
by the name of Ivlorman Campbell
stated science is "the study of
those judgements concerning
which universal agreement can
be obtained", in this same
reading, Campbell also mentions
two forms of science which I
found interesting. One form is
that science is a body of useful
and practical knowledge and a
method of obtaining it. The se*
cond is that science is a pure in*
tellectual study with little or no
direct tie with practical life, either
good or bad. According to Camp-
bell, this second form is more
akin to painting, sculpture, or
literature.

I'm sure these are not all the
definitions of science that exist.
With this lack of consensus on a
definition, I'm reminded of
something I had learned awhile
back about communication. In
order to really communicate well,
or even at all, with other people,
you have to be talking the same
language. One has to wonder
how many misunderstandings of
intent and/or meaning resulted
from terms/phrasos, like scieo'^e.
which were interpreted differently
by different people.

If any of you have other defini-
tions of science you would be
willing to share, please send
them to me. I'd love to share thom
in upcoming newsletters.

The 1987-88 Spring Chautauqua Schedule

March 4*5, 1988 March 1M2, 1988

Holiday Inn South Indian Hills Community Co'lege
Des Moines. lA Ottumwa, lA

April 15*16, 1988
Buena Vi

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Full text of "ERIC ED292626: Assessing the Impact of the Iowa Honors Workshop on Science Teachers and Students. A Final Report for NSF. With Appendices."

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