Science education. (Senior Division 2002).

Alford, A.L., and C. A. Schmidt. Department of Biology, Central Missouri State University. ENVIRONMENTAL EDUCATION AT CENTRAL MISSOURI STATE UNIVERSITY: SERVICE AND OUTREACH. Long recognized for providing an excellent post-secondary preparation in the various areas of field biology, the Biology Department at Central Missouri State University is now developing mechanisms for providing environmental education to public school and youth groups in our service area. The initial phase of development includes use of the former Hawksley property (now referred to as the Environmental Education Center; EEC) in Warrensburg. In the Fall of 2001, a major outreach program was delivered. This program was produced by the Mammalogy class at CMSU as a Service Learning project. This event provided 120 second graders with hands-on experience relating to native and endangered mammals of Missouri, bats of Missouri, and field techniques used to study mammals. A second event in the Spring of 2002 and will include coverage of Missour i mammals, birds, herps, insects, fungi and plants. The Missouri Department of Conservation will continue to be involved in facilitating these activities. Plans for an EEC website, and strategies for recruiting funding for further development and expansion of the EEC and its outreach programs at CMSU are presented.

Eckdahl, T.T., R.E. Crumley, and J.C Baker. Department of Biology, Missouri Western State College. RAPD PCR IN THE MICROBIOLOGY LAB: A MOLECULAR APPROACH TO IDENTIFICATION OF BACTERIAL UNKNOWNS. Standard Microbiology lab manuals provide few activities using modern molecular biology techniques to investigate microorganisms. We developed and implemented the use of Random Amplified Polymorphic DNA PCR in the microbiology student lab as a molecular method for identification of bacterial unknowns. Over the course of three lab periods students worked in groups to perform RAPD PCR on a variety of known and unknown Gram-positive and Gram-negative bacteria. Students learned to set up and perform PCR as well as agarose electrophoresis. More importantly, students spent time analyzing and evaluating experimental data, interpreting electrophoresis band patterns, and identifying unknown bacteria. The two RAPD primers chosen provided good quality band patterns. The distribution of known and unknown species forced students t o share data and compare band patterns across gels in order to identify unknowns. This method provided students the opportunity to perform modern molecular techniques in a microbiology lab and allowed opportunity to evaluate and interpret experimental results. From this activity undergraduate students learn the value and application of techniques traditionally performed in genetics courses. We feel this activity is a valuable application of a modern molecular technique and could easily be integrated into any microbiology course to complement traditional bacterial identification methods.

Black, J. Department of Geography, Geology and Planning, Southwest Missouri State University. INTEGRATION OF A SERVICE-LEARNING COMPONENT INTO A PRE-SERVICE TEACHERS' EARTH SCIENCE CONTENT CLASS. An optional one credit hour Citizenship and Service-Learning component was established in 1999 for GRY240 Earth Science for Teachers, a required course for elementary-middle school education majors. Students are introduced to possible community partners, which are external government or service agencies, at the beginning of the semester. They tour a local science museum, where many participants typically work with school groups, prescheduled classes, and the public. At the museum, they may teach in a hands-on laboratory, design science curricula, or work with special events, including community free nights and Earth Day. With other community partners, students may give talks on recycling at schools or teach at local youth organizations. Service learning opportunities reinforce concepts and processes taught in the con tent classroom and in class field trips, through interpretation of related museum exhibits to the public and the design and teaching of related curricula. It also reinforces abilities associated with a content class requirement of planning and teaching Earth science lesson plans at the university laboratory school. Assessment is based on completion of 40 service hours, recommendation by the community partner, and completion of designated assignments by the instructor.

Carroll, T.M., School of Education and Child Development, Drury University. STRENGTHENING SCIENCE EDUCATION FOR MIDDLE SCHOOL GIRLS IN RURAL SOUTHWEST MISSOURI: TEACHER ASSESSMENT OF PROJECT IMPACT. Opening the Horizon (OTH) is a project sponsored by the National Science Foundation (NSF) aimed at strengthening science education for middle school girls in rural Southwest Missouri. This three-year project involves middle school girls, their parents, teachers, and members of their community, combined with women in science and students from seven local colleges or universities in Southwest Missouri. The teachers involved in the project typically have sole responsibility for their school's science course offerings, and often must do so with a budget of $100.00 or less. In addition, Southwest Missouri is an area where science is not highly valued, female role models are few, and educating young women in science is a low priority. Hence, the girls involved in the project have limited information available to them ab out science or science careers. During this first year, OTH has offered these rural female students and their teachers access to cutting-edge science curricular materials, supplies and equipment, normally unaffordable. In addition, a series of workshops have been provided, giving the girls the opportunity to participate in, hands-on, minds-on scientific investigations. These workshops were conducted by women scientists, providing the students with positive role models of women who have succeeded in a variety of science areas. Moreover, participating teachers have been provided training and curriculum resources to enhance their science programs. The participating teachers' assessments of impact of this intervention, in terms of changes in classroom teaching and learning behaviors, increased student interest in scientific endeavors and careers will be discussed.

Dunn, S., D. Lesmeister, and C. A. Schmidt. Department of Biology, Central Missouri State University. MAMMALS OF MISSOURI: SERVICE LEARNING AT CENTRAL MISSOURI STATE UNIVERSITY. Service Learning is one of the four strategic cornerstones upon which Central Missouri State University is building a solid future. The Biology Department at Central Missouri State University is developing mechanisms for providing environmental education to public school and youth groups in our service area. As a Service Learning project, the Fall 2001 class of Mammalogy developed a one-hour program at the Environmental Education Center for two groups of second graders. This program incorporated three stations through which groups of 20-30 students were cycled on a 20-minute rotation. The first addressed native and endangered mammals of Missouri and included pelts (provided by the Missouri Department of Conservation) which the students could handle, as well as taxidermy mounts and museum specimens. The second station was about bat div ersity, feeding and habitat requirements, and the use of ultrasonic detectors to study bats based on echolocation signals. This station used live pet bats to give the children a chance to see bats in a non-threatening setting. The third station covered common field techniques used in studying mammals. Students were taught how to set Sherman and Tomahawk live traps, were able to "track" a fluorescently powdered mouse using a UV-light, ran pitfall traps and trapping grids, and had their picture taken by a wildlife camera station. Student and teacher responses were enthusiastically positive.

Frazier, R., C. Meade, T. Moore. Department of Curriculum and Instruction, Central Missouri State University. CHILDREN'S IDEAS, PERSONAL INQUIRY, AND THE EDUCATION OF PRESERVICE ELEMENTARY TEACHERS IN SCIENCE. The many calls for science education reform in the United States suggest that society and individuals benefit from universal scientific literacy. Simultaneously, these calls lament widespread deficiencies in science knowledge among P-12 students and their teachers. An essential reform document, the National Science Education Standards, proposes that, "Inquiry into authentic questions generated from student experiences is the central strategy for teaching science." Our study examines an effort to make inquiry the central strategy of a university science course for preservice teachers (Physics for Teachers). The course design emphasizes firsthand investigation, direct experience with phenomena of interest, children's ideas and thinking in science, concepts from the history of science, and informed compari son with the content of standard modem science. The various perspectives are integrated in a final personal inquiry project. Not only do candidates develop practical and engaging teaching ideas in science, many report increased confidence in their ability to learn and teach science. An important feature of the course rests on the use of children's questions and ideas as starting points for inquiry. For prospective teachers, the projects combine personal curiosity in learning about the world with professional concern for learning about children. Sample projects and postings to an electronic discussion provide our data. Two of the co-authors took the course and will share work and insights in the presentation. We hope to suggest that a genuine orientation toward inquiry among teachers marks a necessary path toward successful reform in science education.

Gordon, A.R. Department of Biomedical Sciences, Southwest Missouri State University. ANALYSIS AND OUTCOMES OF LINKING A COURSE ASSESSMENT TOOL TO SPECIFIC COURSE OBJECTIVES IN AN INTRODUCTORY HUMAN BIOLOGY COURSE. With demands for accountability in education, college instructors are being required to develop assessment tools that measure how well students have achieved course objectives. To assess whether science-oriented and non-science-oriented students were achieving course objectives in a three-course combined lecture, pre-tests and post-tests were developed to assess the meeting of each of the nine lecture course objectives. Data were analyzed and responses were initiated after each semester over a six-year period. Analysis of pre-test results indicated differences in prior knowledge for each of the objectives. This helped focus efforts on those objectives in which prior knowledge was limited and helped explain how the apparent achievement of some objectives consistently ranked higher in post-tests. This specific type of feedback on student learning allowed the instructor to evaluate changes in teaching strategies designed to improve student learning for any particular objective. Although efforts to improve student performance for some objectives show improvement over several semesters, the overall achievement of objectives by students tend to remain the same over the six year period.

Gordon, A.R. Department. of Biomedical Sciences, Southwest Missouri State University. IDENTIFICATION, RESPONSES, AND ASSESSMENT OF NEGATIVE ATTITUDES TOWARD SCIENTISTS AND SCIENCE IN A NONMAJORS HUMAN BIOLOGY COURSE. Attitudes toward scientists and science are solicited during the first week in a scientist-lead discussion hour in an introductory human biology course for non-majors (BMS 100). Most students have negative attitudes that are categorized in ten attitude categories. Categories include character, philosophy, motives of scientists (categories 1-3), influence, relevance, focus, performance, and cost of science (4-8), interest in science (9), and attitude toward the science requirement (10). In a terminal assessment, students report negative to positive attitude changes and are asked to provide an explanation for the change. On the average, 91% of the students now question (24%) or have a positive attitude (67%) for categories 1-8. Only 9% report a continued negative attitude in one or more of the atti tude categories. Explanations for changed attitudes include prejudice (range 9-19%), lack of knowledge (range 9-55%), and lack of experience (range 10-65%). Adding elements that address student attitudes toward science and establishing a closer interaction with a practicing scientist in a non-majors course should be equally important as factual content in educating non-science college graduates in an understanding of science.

Gordon, J. Division of Science and Mathematics, Central Methodist College. THE SUCCESSFUL INCORPORATION OF TI-CBL SYSTEMS INTO CHEMISTRY LABORATIES. The ease of use, relative low cost, and variety of sensors available for the Texas Instruments Calculator-Based Laboratory (TICBL) systems has made possible their wide application in the chemistry laboratories at Central Methodist College. The focus of this work is on the particular use of the spectrometer and pressure sensors for kinetic experiments and spectrophotometric titrations. Additional comments will be made on other sensors. The excellent compatibility between the CBLs and "dated" computer systems and the use of Microsoft Excel in data manipulation and presentation will also be discussed.

Kelly, S, T. Jahnke and G. Saunders. Departments of Chemistry and Biology, Southwest Missouri State Unviersity. SERVICE LEARNING IN SCIENCE. Although we had experience sending chemistry service-learning students to the Discovery Center of Springfield, a hands-on learning center or to the after school tutoring program at Boys/Girls Clubs of the Ozarks, we had never sent a student into the public schools. We are working on extending our service learning program in chemistry and the other sciences to include Springfield Public Schools (SPS). This project, called the GK-12. Fellowship Program, is funded by the National Science Foundation (NSF) grant # DGE-0086335 (nearly $1 million for three years). This NSF program supports graduate fellowships and stipends for undergraduate students. The project provides training that enables students in the sciences to serve in K-12 schools as resources knowledgeable about both the content and applications of science, mathematics, engineering, and technology. SMSU science stud ents (GK-12 Fellows) work with SMSU faculty and middle school teachers to make a significant impact on student-teacher contact and student learning in selected middle school science programs within the SPS system. Although paid positions are wonderful to encourage students to participate in a project, we are investigating several ways to sustain this project and help SPS science teachers. We believe that service-learning is the way to do that, and Dr. Saunders and I will be working to integrate service learning students into our training and program so that we can help more schools and more science teachers. An overview of the SMSU Citizenship and Service Learning program will be presented along with the results of this current project.

Kemp, P., A. Gordon, B. Wing. Departments of Mathematics and Chemistry at Southwest Missouri State University and Department of Biology at Drury University. A PROGRAM TO ENCOURAGE INTEREST OF MIDDLE SCHOOL GIRLS IN SCIENCE AND MATHEMATICS. A three-year grant program called Opening the Horizon is underway in rural southwestern Missouri with the goal of encouraging middle school girls to realize that careers in science and mathematics are achievable goals. Opening the Horizon offers the opportunity for a significant enhancement in the science education of middle school girls in Southwest Missouri. The program seeks to engage up to 200 middle school girls and their science teachers and parents from 26 Ozarks counties as well as school administrators, local and regional communities in an active, self-sustaining program encouraging scientific literacy, curiosity and opportunity. The program is coordinated by a leadership team of women science faculty from SMSU and Drury and the site directors at each of the five r egional college and university sites. Hands on science workshops are conducted for the middle school students at local colleges near their homes. The parents and teachers will gradually assume responsibility for planning the workshops. The program also involves women college students majoring in the sciences or math as mentors to the girls. A course is also being offered to the teachers working with the grant on the barriers girls meet in pursuing science and how they can help students to overcome those barriers. The details of this program and its impact thus far will be discussed. Supported by NSF Grant HRD #0002129.

Peery, L,. L. Lembke, J. Gordon, S. Harman, and K. Clark. Division of Science and Mathematics, Central Methodist College. TEACHING SCHOLARS PARTNERSHIP PROGRAM, CMC-FAYETTE RIII. The Central Methodist College-Fayette R-III Teaching Partnership which is funded by a NSF grant has brought together five undergraduate Teaching Scholars, members of the Central Methodist science/mathematics faculty, and members of the elementary, middle and secondary faculty from the Fayette public schools. The primary objectives of the CMC-Fayette partnership are to help elementary teachers to broaden the math/science experiences of their students, to help middle school math/science teachers incorporate more hands-on learning, to facilitate laboratory activities for high school science students, and to help all teachers to integrate technology in the classroom. The teaching scholars have developed and supervised a series of laboratory experiences for high school chemistry and physics students and have worked side by side with eleme ntary and middle grade teachers to make science and mathematics instruction more meaningful.

Roy P., D. Beach, N. Mrad, and C. Wolf. School of Education and Child Development, Drury University. IMPACT OF UNIVERSITY PARTNERSHIP IN LEARNING SCIENCE BY HIGH SCHOOL STUDENTS AND THEIR TEACHER'S PERSPECTIVE. A Developmental School Partnership among Central High School, Pipkin Middle School, Boyd/Berry Elementary School and Drury University, formed in 1995 in collaboration with Yale University, has already resulted in significant improvements in each of the member schools and the professional education program of Drury University. A grant was received from the Council of Independent Colleges supported by the National Science Foundation to enhance mathematics and science literacy among public school students. Five undergraduate science majors from Drury University, four science and mathematics faculty members, and two science educators have been involved in this project. Five undergraduate students, known as "Teaching Scholars," taught science concepts related to the MAP test. High school students were invol ved in conducting research leading to entries in the Southwest District Science Fair. The results of this project, in terms of students' attitude, laboratory skills, achievements, development of self-confidence, cooperative team-work, increase of scientific knowledge, and interest in science related careers, will be discussed. The outcome of this project will be presented by a Drury University "Teaching Scholar", a public school faculty member, and a student from Central High School. A science teacher's perspective of the relationship between Science Fair and the MAP test will be discussed.

Roy P., J. Detwiler, A. Cox, and T. Reigel. School of Education and Child Development, Drury University. MIDDLE SCHOOL STUDENT'S EXPERIENCE IN MAKING SCIENCE FAIR WITH UNIVERSITY "TEACHING SCHOLAR". Every spring, public school students throughout the nation are involved in making science fair projects. Science educators claim that students learn scientific methods, process skills, and science concepts through these inquiry based research projects. Science teachers can cover some of the state and national standards through different hands-on science fair projects. This is an added benefit for science teachers. Middle school students from an inner city public school were involved in collaborative research projects with Drury University "Teaching Scholars" leading to science fair. Some of these practical projects include: a) Water quality analysis of Wilson's Creek and its effects on biodiversity, b) How can we prevent the weathering of our sidewalks and driveways? and c) Which antibacterial cleanser kills the m ost bacteria? The research projects were supported by the mathematics and science faculty mentors of Drury University. The laboratory facilities of the university were used by public school students. Public school science teachers actively participated in this joint venture. The description of the student's hands-on projects as well as the results of these projects will be presented and shared by a Drury "Teaching Scholar", a public school science teacher and a public school student. This project was supported by a grant from the Council of Independent Colleges.

Schultheiss, N., J. Erickson, T. Garson, Kathy Shade, G. Saunders, and T. Jahnke. Departments of Chemistry and Biology, Southwest Missouri State University. SCIENCE MAJORS IN MIDDLE SCHOOLS? -- STOCKROOM ORGANIZATION, SAFETY AND WASTE DISPOSAL. SMSU science students (seniors and graduate students) have been working in four Springfield middle schools during this past year. SMSU students (GK-12 Fellows) work with SMSU faculty and middle school teachers to make a significant impact on student-teacher contact and student learning. In addition, because we have the resources and the time, the GK-12 Fellows were first assigned to clean and organize middle school science supply rooms. These tasks are often on the to-do list for a teacher but rarely do they have the time and the chemistry knowledge to store and dispose of chemicals properly. In each case the contents of the room was inventoried, an MSDS was found for each chemical that would remain, a folder with all MSDS's was prepared, and the excess or unwanted che micals were sent for disposal. Questions were referred to SMSU faculty consultants helping with the grant. Logistics and how you can help your local school district will be presented. This project is funded by the GK-12 Fellowship Program, NSF grant # DGE-0086335.

Shearer, J. and K. Manivannan. Department of Physics, Astronomy, and Materials Science, Southwest Missouri State University. EVALUATION OF AN EXTRACURRICULAR SCIENCE ENRICHMENT PROGRAM FOR ELEMENTARY SCHOOL STUDENTS. The purpose of this study is to evaluate the effectiveness of an after school science enrichment program at the Discovery Center of Missouri, an interactive science museum in Springfield, Missouri. More than 100 students in grades 2-5 attended this program for 8-10 hours over a period of eight weeks. At the Center, using an electronic audience response system, we administered an assessment designed to elicit common misconceptions about the physical world. Post-test results showed a content knowledge improvement of 67%. In another pre- and post- test series designed at the Center to probe student's views of science, students were given two minutes to list words they would associate with science. Post-test results showed a more than 20% improvement in students' perception of science as a discipline . Analysis of students' science grades and attendance at school for a period of one year before and after the program appears to be inconclusive, and currently we are collecting additional data to investigate this. Overall, our study suggests that a minimal investment in an after school science enrichment program can help improve elementary school children's performance in science. Supported in part by "Preparing Tomorrow's Teachers to Use Technology," United States Department of Education grant #P342A990411.

White, A., C. Koenig, J. Bayless, H. Neil, K. Shade, G. Saunders, and T. Jahnke. Departments of Biology, Chemistry, and Geography, Geology, and Planning, Southwest Missouri State University. SCIENCE MAJORS IN MIDDLE SCHOOLS? - MORE TECHNOLOGY AND LAB WORK. SMSU science students (seniors and graduate students) have been working in four Springfield middle schools during this past year. SMSU students (GK-12 Fellows) work with SMSU faculty and middle school teachers to make a significant impact on student-teacher contact and student learning. The GK-12 Fellows have set up science displays, painted murals, prepped labs, conducted labs with teachers and students, and helped individual students. The SMSU students have shared their research projects with the teachers and students in their schools -- everything from bringing bats to class to talking about why their research in chemistry or material science is significant. They are also preparing groups of students for science fair projects and Science Olympiad. An ove rview of the program as well as evaluations of principals, teachers, students and fellows will be presented. Our website also gives information about current projects: http://www.gk-12fellows.smsu.edu/ The project is funded by the GK-12 Fellowship Program, NSF grant # DGE-0086335.