Scholarship & Research
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/1
Browse
3 results
Search Results
Item Improving the urban youth experience in outdoor science education through improved teacher training techniques(Montana State University - Bozeman, Graduate School, 2016) Baron, Shauna Lee; Chairperson, Graduate Committee: Peggy Taylor.This research describes the needs assessment phase for the promotion of a new training module for the Yellowstone Association Institute. This assessment explores how a new training module for teaching urban youth groups and underserved youth groups could create more effective instructors. In order to identify best practices for teaching to this demographic, five instruments were employed to survey and interview administrators, instructor staff and leading experts in this field. The literature review revealed that students achieve more when provided with a safe learning environment where they are valued as individuals, and where the teaching methods employed are student centered. The literature supports that students often become more confident, respectful and excited about science when allowed to learn and explore in an outdoor setting. The literature suggests that students will build a strong connection to nature only if they are provided with opportunities to develop their own sense of place within that new environment. The research gathered in this needs assessment suggests that a successful training module is one which promotes a culture of caring and respect, teaches instructors cultural awareness and develops their cultural competence. It should encourage effective communication and provide practical advice for successfully identifying and meeting the educational needs of urban youth and underserved youth, learning in an outdoor setting.Item A forest for every classroom : place-based professional development through the seasons(Montana State University - Bozeman, Graduate School, 2013) Curtis, Janeen Suzanne; Chairperson, Graduate Committee: Peggy Taylor.Educators from western Montana participated in a year-long series of place-based professional development workshops that aimed to give them the skills to more fully incorporate their local place into their teaching. Pre and post surveys and interviews were used to assess the effect of the program on the teachers' place based knowledge and teaching practices. Teachers were found to have greater knowledge of their local environment, to teach more lessons outside of the classroom, to more often use local themes to organize their teaching, to more often engage students in service learning, and to more often involve community members in their teaching as a result of their participation in the program. The relationships teachers built with each other and with the workshop organizers and presenters from their community were found to be the most valuable part of the program while the program assignments were found to be the most challenging piece.Item Setting them up for success : investigating the efficacy of the Philadelphia Zoo's outreach educator training program, an informal science education project(Montana State University - Bozeman, Graduate School, 2011) Yordan, Andrea Gissing; Chairperson, Graduate Committee: Peggy Taylor.Irrespective of the forum in which they teach, it is necessary for all educators to receive proper training before they can truly be effective teachers. This study investigated the current methods used to train the outreach educators working in the Philadelphia Zoo's Zoo on Wheels (ZOW) department. Using a combination of employee surveys and quiz, and interviews, this study examined the three areas which outreach staff need to be trained in order to be effective educators: animal handling, scientific knowledge, and the development of teaching and presentation skills. The results indicated that areas with defined training protocols had the highest levels of educator confidence and efficacy. Outreach employees indicated that knowledge acquisition is the weakest area in terms of formal training, with educators being responsible for developing their knowledge base on their own.