SCB Newsletter

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CONSERVATION EDUCATION: FORMING A WETLAND/RESEARCH PARTNERSHIP WITH TEACHERS

In 1999, three University of Maine researchers formed an education/research partnership with several science teachers. The goals of the partnership were to provide data on wetland hydrology, plant communities, and amphibian breeding to establish an ongoing monitoring program while simultaneously improving science education at the K-12 level. The partnership was funded for three years by the Maine Mathematics and Science Alliance. Each teacher as well as a summer field crew of students received a modest stipend. The interdisciplinary team of researchers, Andrew Reeve (geology), Aram Calhoun (environmental science), and Mary Ann McGarry (education), along with several graduate students, provided training and support for science teachers. On-site training included using hydrological monitoring equipment, counting amphibian egg masses and larvae, measuring plant community characteristics, and measuring water chemistry in the field. Teachers were expected to integrate the experience into their spring classes.

Five science teachers participated: Carolyn Bennati (George Stevens Academy), Tina Pond (Lee Academy), Tracy Merriam (Jewett School, grades 3-4), Ernie Sanborn (Bucksport High School), and Mark Leathers (Nokomis High School). The initial funding period has ended, but two teachers are still participating fully.

The partnership yielded three major products. First, a workshop with all program participants was convened at the university. Each group of students and/or teachers gave a presentation on their work, including analyses of data. Presentations varied from a monologue by the teacher to a collaborative student presentation using PowerPoint and Excel. Second, a website (www.umaine.edu/wetlandstest/) was created. At this point, the website contains descriptions of Maine wetlands written by a science writer (Cheryl Daigle) and links to as-yet-incomplete sites to enter and use data. Further modifications to the website will enable teachers and students to enter data from their own schools. Third, a paper on creation of K-16 partnerships is being prepared for a science education journal.

One graduate student conducted a limited evaluation of the project. He visited all five teachers to conduct interviews and distribute a survey. Results corroborated participants' field experiences. Teachers prioritized general educational values over data collection. Rather than operating as field crews, with the teacher as field boss, they facilitated rather open-ended learning experiences. This operational mode was consistent both with their primary job responsibility--to put learning first--and the State of Maine Learning Results, which place a high value on student independence. Therefore, teachers emphasized that loss of data quality was balanced by their students' positive learning experiences. Other problems teachers identified were logistics and lack of continued expert field support. Logistically, it was difficult for a teacher with a 50-minute class period to find wetlands close enough to their school to study. In terms of training, all wanted more face-to-face interaction with researchers. The typical response of university collaborators to this concern was, "Wow, I already spent three days out there this year, plus three days at each of the other schools." Devoting nine or ten days of the field season to visiting schools is a substantial commitment for a researcher.

Educationally, teachers were satisfied with the program. They judged the program to be a good learning experience and relished the time out of doors and the enthusiasm of their students. Although they readily admitted that their data would not stand up to scientific review, they were inspired by site visits by wetland researchers. The teachers also commented that the initial research focus on several types of wetland was too broad. In the end, the consensus was to emphasize one type of wetland. Perhaps because of our specific research interests, and the allure of working with amphibians (charismatic species!), they focused on vernal pools.

Among the positive effects that emerged from the program were (1) exposure of K-12 students to field research methods and local ecosystems, (2) engagement of teachers in field research and improvement of their natural history and data management skills, (3) interest among teachers about building the program, (4) the interactive web site, and (5) increased awareness among teachers about the rigors of research. Areas for improvement include (1) more field time with researchers, (2) repeated training in field techniques, and (3) narrowing the research focus. In a K-12 partnership, as in all research, it seems important to have a central defining question.

Rob Baldwin, rob_baldwin@umenfa.maine.edu
Aram Calhoun
Department of Plant, Soil and Environmental Sciences, University of Maine