xt7brv0czh8d https://exploreuk.uky.edu/dips/xt7brv0czh8d/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1957-11 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "In-Service Conferences for the Improvement of Science Instruction", vol. XXV, no. 11, November 1957 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "In-Service Conferences for the Improvement of Science Instruction", vol. XXV, no. 11, November 1957 1957 1957-11 2022 true xt7brv0czh8d section xt7brv0czh8d f
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EDUCATIONAL BULLETIN .
IN-VSERVICE
-CONFERENCES
FOR THE
A TEACHER soc'ruuou PROGRAM ‘
Published by
DEPARTMENT nF EDUCATION
ROBERT E. MARTIN
Superintendent of Public Instruction
Frankfort, Kentucky
ISSUED MONTHLY
nutcred Is second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act or August 24. 1912.
VOL. XXV NOVEMBER, 1957 No. 11
Commonwealth of Kentucky to
'"I
5
I
IN-SERVICE CONFERENCES FOR
THE IMPROVEMENT OF
SCIENCE INSTRUCTION
TEACHER EDUCATION REPORTS ON SCIENCE
“Announcing . . . Scholarships for Teachers”
Robert R. Martin
Louise Combs
“Let’s Teach Science”
University of Kentucky Conference
Mary Marshall
“Improving Science Instruction”
Eastern Conference
Harry Banks
“Improving Science Teaching”
Morehead Conference
Frank Vittetow
“Science \Vork Conference”
Western Conference
Ethel l‘iarnard
“Improving Science Teaching”
Murray Conference
Eugene Russell
“The Kentucky Story”
Louise Combs
Mary Marshall
Division of Teacher Education and Certification
BUREAU OF INSTRUCTION
Kentucky State Department of Education
657
TABLE OF CONTENTS
Foreword ................................................ 659
Acknowledgments ........................................ 660
Introduction .............................................. 661
Kentucky Plan ........................................... 663
ADDRESS—Dr. John Mayor ............................... 665
Objectives of Conferences .................................. 669
Planning and Coordinating of Conferences .................. 670
Location of Conferences ................................... 671
Synopsis ................................................. 673
Range of Participation .................................... 674
Problems and Concerns of Teachers ......................... 675
ProgramTopics................' .......................... 676
Processes for Learning .................................... 577
Myths Exploded—Concepts Emergcd ....................... 678
Recommendations ......................................... 650
Post Meeting Evaluations .................................. 689
Two Examples of the Five Programs ........................ 685
ADDRESSES—Excerpts of Addresses, Panels,
Group Discussion ..................................... 693
Appendix ................................................ 731
658
FOREWORD
This publication, IN—SERVICE CONFERENCES FOR THE
IMPROVEMENT OF SCIENCE INSTRUCTION, is an outgrowth
of five regional in—service conferences on the improvement of
science instruction sponsored by the Division of Teacher Education
and Certification, Bureau of Instruction. The publication has been
developed from the five reports prepared by the directors of the
five regional conferences. These conferences in which 510 persons
barticipated were made possible by a grant from the National
Science Foundation. This support provided impetus for our over—all
effort to “advance education in Kentucky.” This state-wide enter-
prise has made it possible to place science in its proper perspective
in the total school curriculum.
It is my hope that this publication will be considered a re-
source book for planning science programs and that it will be
used extensively in the local school systems. Furthermore, it con—
tains very significant implications for teacher education programs.
The attitude and spirit of cooperation which was reflected in the
endeavor in science instruction improvement gives assuranCe that
the advance made in these five regional conferences will be diffused
throughout the state in local schools and in teacher education pro—
gl'ahls. This is my hope. Let us all work together to meet one of
the nnperative needs of our times.
ROBERT R. MARTIN
Superintendent of Public Instruction
659
ACKNOWLEDGEMENTS
This record of progress for the improvement of science instruc-
tion in Kentucky’s schools could not have been possible without the
support and cooperation of the local school systems, the staffs of the
science and education departments of the teacher education colleges
and universities, and of local industries. The importance of the unique
contribution of each participant is recognized and a listing of the
individual participants was included in the report of each regional
work conference. Because of numerous requests, the list of program
personnel is again included in this publication.
Finally, the staff of the Division of Teacher Education and Cer-
tification expresses very special appreciation to one of its membersy
Mrs. Mary Marshall for carrying the major responsibility in pre-
paring this publication from the five regional reports which were
prepared by the five Consultants on Iii-Service Teacher Education.
LOUISE COMES, Director . .
Division of Teacher Education and Certification
660
instruc-
hout the
fs of the
colleges
8 unique
g of the
regional
program
and Cer—
nemberSy
- in pre-
ich were
lucation.
ification
\\
INTRODUCTION
An awakening of a deeper interest in improving science on a
state-wide basis had its beginning in the South Eastern conference
on the Improvement of Science held at Gainesville, Florida, in the
autumn of 1954. A group of six persons from Kentucky participated.
This group took the lead back home for planning a state conference
on science for the summer of 1955. This conference brought together
high school teachers, science teachers, college science teachers, pro—
fessional education teachers, and administrative and representatives
of the State Department. of Education. This conference was sup—
ported by funds made available from the Governor’s emergency
fund. One significant outcome was the organization of the Kentucky
Science Teachers Association in the spring of 1956, which has co-
operated in helping to provide personnel for local and area con—
ferences on science. In the summer of 1956 a second workshop was
financed by funds from the Governor’s emergency fund. An im-
portant follow up of this conference was the appointment of a
Steering Committee to work with the staff of the Division of Teacher
Education and Certification in studying ways for continuing efforts
011 a state-wide basis for science improvement. It was out of this
effort that the plan for five regional conferences within the state
and the summer institute emerged. together with the request to the
National Science Foundation. The plans for five In—Service con-
ferences were designed to carry out the purposes for which a Na-
tlonal Science Foundation grant was secured. These plans were
consistent with the “way of working” followed by the In—Service
Staff in improving instruction in other areas of the curriculum.
There evolved from the second state conference in the summer
Of 1956 a belief that including science programs in the elementary
grades is basic to any improvement program at the secondary and
COHEge levels. A second belief on which planning was done is that
a teacher does not work in a vacuum and that her behavior is in-
fluenced by her environment. Her teaching environment is deter-
mlned by the attitude of the administrator, total school faculty, the
community, and the local community. These elements were consid-
ered in the Kentucky plan. The planning of the Conferences took
these beliefs into consideration. The content of this bulletin alSO
reflects these beliefs.
661
The major purposes of this publication are to: (1) provide a
record of “a way of working” that has been effective in creating
a climate conducive to quality science programs. (2) provide infor-
mation regarding the growth, trends and processes being used for
improving science instruction programs. (3) provide a resource
file on suggestions, consultants, and other sources for future plan-
ning for science programs. (4) stimulate wide spread development
of the understanding of the importance of the role of the school
in this scientific age.
Finally, the publication provides a means for wide spread
communication to all persons who participated in this endeavor and
to all other interested persons.
Plans are under way for a continuing program of communi-
cation and cooperation among school systems, colleges, National
Science Foundation, the State Department of Education, and the
State Study Committee 011 Science.
MARY S. MARSHALL, Consultant
Iii—Service Teacher Education
LOUISE COMES, Director
Division of Teacher
Education and Certification
662
wide a ’
reating
a infor-
sed for (
esource
6 plan- THE KENTUCKY PLAN
)pment
school t
spread
01' and
nmuni-
1tional
1d the
mltant
)11
NATlONAL 60
J INDusTRY'
. Illustration by Dan Shmdlebower, Fayette County Schools
663
\, COOPERATION-—CONMUNICATION
‘ Elementary and Secondary Sdmoh
Colleges
Supported by
a grant—in-aid from ’
The National Science Foundation
H To
W Dr. Robert R. Martin /
1 Superintendent of Public
Instruction
Kentucky State Department of
Education
This\plan for improvflm
science instructim1wasa ;
part of the over-all' P13?“
ning for improving hmtwy
tion in the
Bureau of Instruction
-Don C. Bale, Head
UNICATION
Schools
ion
roving
Lon was a
311' Plan'
; instru'c'
ruction
sad
ADDRESS — — — —
DR. JOHN MAYOR
This message, as the reader will note has over-
all relation to all five conferences. Dr. Mayor helped
to set the tone and spirit of this challenge when
he met with the personnel of the Division of Teacher
Education and Certification following his address
to the Kentucky Science Teacher’s Association dur-
ing the KEA. Convention, April, 1957.
Special appreciation is expressed to the Bell
Telephone Company and the General Telephone
Company for contributing technical personnel and
facilities for this unusual presentation by direct Wire
from Tuscon, Arizona to Lexington, Kentucky.
665
THE CHALLENGE OF SCIENCE TO EDUCATION
Dr. John Mayor, Director
Science Teacher Improvement Program
National Science Foundation
Dr. Mayor’s address was brought to a general session of
the University of Kentucky Conference by direct wire
from Tuscon, Arizona by the courtesy of Mr. L. E. Frank—
lin, Southern Bell Telephone Company and Mr. A. F.
Boyd of the General Telephone Company.
I am very sorry that I cannot be with you today, and not even
next Saturdayi'i as much as I would like to be in Kentucky then.
On the other hand this is a great privilege and inspiration to be
able to be here in Arizona sunshine, looking out at the fabulous
Catalina mountains, and to speak to you in the heart of the Ken-
tucky Bluegrass country.
The fact that I can do this, in itself, places in a very Objective
form, the most important message for you as you take your fil‘ét
step in the study of great national significance. This message 15
that we know in 1.957 sciences have a much more important place
in our lives than ever before and that science in our SChools has a
new and important place. Science brings to all of us great priVileg'eS;
but it also brings to all of us new problems and to science teacherS
new responsibilities and you should approach your problem from the
point of view that the great success in America which has brought
us these new problems and new challenges is a part of your domg
as teachers and your success as teachers.
Do not be concerned because some may say the quality of Science
teaching is poor. This is true only in the terms of the job that you
have to do for the future and not what you may have done in the
past. I hope that you realize in Kentucky that you are a very for-
tunate group for many reasons. One of these is that you have been
singled out from all of the states, in Kentucky to show to the Nétlon
that you have a sound approach to the improvement of Selene?
teaching in the one which has been planned for you by your leaders
in education and science there.
*Derby Day
666
(
ATION
not even
.ky then.
on to be
fabulous
the Ken-
objective
our first
essage is
int place
31s has a
rivilegeS;
teachers
from the
brought
ur doing
.f science
that you
1e in the
very for-
ave been
e Nation
? science
r leaders
f
To the best of my knowledge the grant which has come to you
from the National Science Foundation has two “firsts” associated
with it. It is the first grant from the National Science Foundation
to a State Department of Education so far as I know, and it is the
first grant to a group which is also considering the improvement
of science teaching at the elementary level.
Many proposals come to the National Science Foundation and
many I know have come to them during the past year from the va-
rious states. The concept of your study there in Kentucky first of
all sponsored by the State Department of Education and then work-
ing with you and top scientists in the state from the University of
Kentucky and from the other state colleges and leaders in the Ken-
tucky State Science Teachers Association, in the belief of those
interested in the improvement of science teaching in Washington, is
the kind of working group from which real solution to the problem
can come. Also, I think one of the strengths of your proposal from
Kentucky is the fact that you tried with groups of teachers from all
levels to set yourself a goal of looking at the science curriculum from
kindergarten through grade 12 and that your goal includes making
a better science program for general education and a better science
DI‘Og‘ram for those who will be the Scientific leaders of tomorrow.
Since I represent the American Association for the Advance—
ment of Science which is the great national organization of scientists
including some 75,000 members in the United States, I think my
best contribution to you would be to emphasize some of the things
Which scientists want from science teachers at the pre-college level
and to which they look to you for leadership. Some of these things
are:
(1) Less emphasis on life adjustment and need as it is seen and
interpreted by the pupil and more emphasis on the value
of the ideas which make our civilization great and on which
significant life achievement can be based.
(2) Students better prepared for college and more desire 0“
the part of the more capable to go to college.
(3) At least full recognition for scholarly achievements with
athletics and other extra curricular activities.
(4) Less fear of ability grouping. (I think if we are going to
do what we must do for all of the students in our schools
of science, we probably cannot do this without some form
of ability grouping.)
667
(5) A better school program for the more gifted, say the upper
forty percent with an emphasis on the study and scholar-
ship for its own sake and a special effort to create in our
boys and girls a love of learning.
(6) Teachers better prepared in the subject in which they
teach and in-service programs which help teachers keep
up with subject matter. (I know you have such programs
in Kentucky.)
(7) Teachers with the status of scholars in their school and
community.
Now, I know, with you, this is a big assignment, but I know
also that you can accomplish it. One of my favorite Americans is
Ralph \Valdo Emerson, and I think I would like to quote to you a
little bit from his Journal which he wrote some one hundred and
thirty—four years ago. I11 the Journal Ralph XValdo Emerson wrote——
he was keeping a sort of diary as he traveled around the country
This is what he wrote: “This country is daily rising to higher com-
parative importance and attracting the eyes of all of the rest of the
world to the development of its embryo greatness.” Now we know
that the country, America, has already achieved this greatnessl
look upon our American educational systems, however, as a great
experiment of world wide significance and I think that in American
education we are just at the state of embryo greatness. A little later
in 1854 Emerson wrote in his journal, “I am here to represent hu-
manity, it is by no means necessary that I live, but it is by all
means necessary that I should act rightly.” To me you will find:
people in Kentucky, this program that you are starting on, repre-
sents American education and I do not want to make it 366111.“?0
difficult for you, but I believe that you can say as Emerson said 111
that last line, “it is by all means necessary that you act rightly at
this time.”
The National Science Foundation and other groups in Wash-
ington have great confidence in you. “We know you can do this. We
will be watching. \Ve know as you succeed that you Will have 11111"?11
more fun as a teacher and that you will have much greater Satls‘
faction that comes from all teaching. The best of luck in the World
to you all.
668
;he upper
. scholar-
te in our
,ich they
ers keep
programs
hool and
3 I know
iricans is
to you a
lred and
wrote——
country
her com-
:st of the
we know
atness. I
t a great
Imerican
ttle later
asent hu-
is by all
vill find:
[1, repre—
seem too
[1 said in
ightly at
n Wash—
this. We
eve much
:er satis-
de world
OBJCTIVES OF THE REGIONAL
IN-SERVICE CONFERENCES
ON
SCIENCE INSTRUCTION — GRADES 1-12
To create a better understanding of the importance of science
teaching at the local level
T 7 . . .
0 CleVelop better communlcatlon between ln—service and pre-
s V . . _ . .
eruce training for the improvement of selence teaching
To . .. - -
v01 tangible as large a group of partlcrpants as possible to be in-
te in a program for science teaching improvement
'il‘o evaluate the use of material and methods used for science
Cnstructron at the local level in order to provide a basis for
ontrnued study at the State-Wide Summer Institute.
669
Planning and Coordinating
by
The Division of Teacher Education
and Certification
Miss Louise Combs, Director
Mr. Sidney Simandle, Assistant Director
Mr. William C. Sanders, Supervisor of Certification
Mrs. Mary S. Marshall, ln—Service Consultant
*Mr. Harry Banks, In—Service Consultant
Miss Ethel Barnard, Iii—Service Consultant
Mr. Eugene Russell, In-Service Consultant
Mr. Frank Vittetow, III-Service Consultant
Each in—service consultant 113.“
the responsibility for the coordi-
nation and direction of the con-
ferences in cooperation with Re—
gional Planning Committee.
*Mr. Banks now serves as superintendent of the Pikeville School Sis/Stem
and Mr. James Brown is serving as In—Service Consultant.
ant had
2 coordi-
the con—
vith Re—
tee.
3 System
IMPROVING SCIENCE INSTRUCTION
The regional conferences were held at the following colleges—
Morehead State College
Morehead—April 26-27
Eastern Kentucky State College
Richmond—May 2—3
University of Kentucky
Lexington—May 2—3
Western Kentucky State College
Bowling Green—May 2—3
Murray State College
Murray—May 4-5
Each conference was sponsored
by the State Department of Edu-
cation in cooperation with a local
planning committee of the college
staff and others.
COOPERATING COLLEGES
l
l In addition to the five host institutions all colleges and univer-
i sities which prepare teachers contributed to the success of the
l conferences.
Asbury College
Ashland Junior College
Bellarmine College
Berea College
Bethel College
Bowling Green College of Commerce
Brescia College
Campbellsville College
Caney Junior College
Centre College (
Cumberland College
Georgetown College
Kentucky State College
Kentucky Wesleyan College
Lees Junior College
Lindsey \Vilson College
Loretto Junior College
Midway Junior College
Nazareth Junior College
Nazareth Senior College i
Paducah Junior College ‘
Pikeville College
St. Catharine Junior College
Sue Bennett College
Transylvania College
Union College
University of Louisville
_ Ursuline College
3 Villa Madonna College
672
1d univer-
ss of the
The following common threads were a consistent part
SYNOPSIS OF THE FIVE PROGRAMS
planning and operation of the five conferences:
1.
Participants from all levels of science teaching
Problems and concerns of teachers
Program topics for addresses and panels
Processes for learning
Emerging concepts
Recommendations and evaluation
Program personnel
Regional planning committees
673
of the
RANGE OF PARTICIPATION
Planning For Representatives From
The Conferences
15 Colleges
10 Staff Members of the State
Department of Education
52 Local School Systems
Program Personnel
14 Colleges of the State
4 Industries
40 Local School Systems
12 Staff Members of the State
Department of Education
1 Staff Representative National
U.S. Office of Education
1 Representative of the National
Science Teacher Improvement
Program (Din)
1 Staff Member from
University of Tennessee
1 Staff Member from
George Peabody College
Total Registered Attendance
Classroom Teachers, Grades 1-12 (Public and Private) 2'45
Supervisors and Administrators ........................ 76
College Staff ......................................... 100
College Students ...................................... 55
State Department of Education ......................... 15
Industry and others ................................... 19
510
Grand Total ......................................
674
PROBLEMS AND CONCERNS 0F TEACHERS
In keeping with the invitation to each local system, the
teacher nominated as a participant, along with the local
superintendent and a science committee, listed the major
science instructional concerns and problems and submitted
these to the over—all planning committee. Many of these
problems were common to all five geographical areas. Some
of these were:
What constitutes a good elementary and secondary science program?
What are the latest materials available for teaching science ef-
fectively?
What resources are available for enriching science teaching?
T . . . .
Vi hat criteria should be used in developing a well balanced program
in grades one through 12?
Should science be a basic part of the elementary curriculum?
What is the purpose of science in the elementary curriculum?
What does elementary science contribute to child growth and
development? —
How can a science program be provided which will be adequate for
students of varying abilities?
How can interest in science be created on the part of junior high
school students?
How can science experiences which grow out of children’s real
interests be provided?
} - . . . . .
low can children be guided into domg research on their own seience
Problems?
l’Vhat are the broad scientific principles which should provide guide-
Ines fOr setting up objectives at each grade level?
675
PROGRAM TOPICS
Keynote addresses and panel topics were focused on the prob-
lems, concerns, and interests of participants. The topics included:
OVER VIEW OF THE PROBLEMS OF SCIENCE INSTRUCTION
Improvement of Science Instruction in the Elementary School
Improvement of Science Instruction in the Secondary School
THE SCIENCE TEACHING IMPROVEMENT PROGRAM
TRENDS AND CURRENT PRACTICES IN SCIENCE EDUCA-
TION
Building Concepts and Vocabulary in Grades One Through 12
Building Critical Thinking Through Science Teaching
Materials and Experiences for Teaching Science Effectively
Scope and Sequence in Science from First Through Twelfth
Grade
The Use of Audio and Visual Materials
Utilizing Community Resources in a Science Program
Finding \Vays to Tie Science in the Classroom to Every Day
Living
CHALLENGES TO PRE-SERVICE TEACHER PREPARATION
THE FORWARD LOOK IN IMPROVING SCIENCE TEACHING
676
1e prob-
[eludedz
lCTION
' School
School
lDUCA-
uugh 12
,iver
[‘welfth
ry Day
ATION
EHING
PROCESSES FOR LEARNING
A variety of processes consistent with what modern psychology
reveals about how learning takes place and how attitude and be-
havior are changed were used. Typical of these processes were:
1.
10.
Identifying real concerns, needs, and instructional problems of
participants
Building agenda on basis of concerns, interests, and suggestions
of participants
Planning c0operatively—democratically
Providing lectures as springboard for discussion
. Using group dynamics as process for exploring ideas of all in
group discussion
Arranging panel discussions for exchange of viewpoints
Experiments to demonstrate the discovery approach
Providing for representatives from many groups directly and
1nd1reetly interested in Science to share ideas
. Using audio visual aids—exhibits provided by local systems,
colleges and industry
In the process of evaluation provision was made for follow-up
in the Summer Institute and In—Service programs at all levels
during the summer and the coming year.
677
MYTHS EXPLODED . . . CONCEPTS EMERGED
There is reflected in the Conference reports and evaluations
evidence that the following concepts emerged and were generally
accepted:
MYTH: That the science program is primarily for those who Show
promise of becoming scientists.
CONCEPT: Science can help develop educated citizens and help
develop people who can live more effectively in a scientific
age—science can contribute to the development of all Citizens.
MYTH: That science corners and collections of things in the
elementary school is science.
CONCEPT: That science is a study of problems that are found
wherever children live—study of problems that pop into the
curious minds of children as they live and wonder and grow
from day to day.
MYTH: That junior high school students are just not interested
in science.
CONCEPT: It is the teacher who needs to be motivated SO that
her knowledge of science and her way of teaching science W111
become an inspiration which Will spark the latent and 113mm?
interest junior high school students have in science and thelf
environment.
678
valuations
generally
who show
and help
scientific
l. citizens.
s in the
re found
into the
nd grow
iterested
so that
ance will
natural
11d their
MYTHS EXPLODED . . . CONCEPTS EMERGED
MYTH: Science teaching as an integral part of the curriculum
should begin at the junior high school level.
CONCEPT: Science teaching should begin with the first grade and
continue throughout the elementary program as recommended
in 1932 in the 31st Yearbook of the National Society for the
Study of Education by Gerald Craig and others.
Other emerging concepts accepted by the Conference partici-
pants as significant:
CONCEPT: The curriculum reflects the needs and interests of
the community. The school needs the understanding and sup-
port of the community, if the program for improving the quality
of instruction is to be successful.
CONCEPT: The program of improving the quality of science
instruction Will improve to the degree that teachers improve
their skill of cooperation in uniting all forces for the improve-
ment program.
CONCEPT: We learn by interaction—by working together.
T . . . . . .
COBCEPT: Scrence teachlng can be exciting, interesting, and
creative.
679
RECOMMENDATIONS
The following list is a partial compilation of those recommenda-
tions—coming from the group reports and post meeting evaluation
forms. This partial list has major implication for the ln-Servicc
Staff in planning in the near future with cooperating groups for
continuing improvement in science teaching.
(1)
(2)
(3)
(4)
That representatives from the five work conferences work
together toward the compilation of a Guide of Science
Study on a state-wide level. (The guide should be organ-
ized on levels of elementary, junior high and senior high,
including a list of concepts to be developed at each level
for the students.)
That colleges provide assistance in the following areas:
Field service, consultant service, clinics, area meetings for
assisting teachers with special problems.
That a minimum list of equipment needed for effectil'e
science teaching be developed by a state-wide commlttee.
That there be reorganization of courses in some of the
preparation programs for science teachers. (Elementary
teachers need help in presenting science concepts to the
children of this age group. High school teachers need help
in understanding how to work with all children on deVGlOP'
ing each child’s potential as an individual and member Of
an interdependent society.)
That local and regional science workshops be held thr'Ougél'
out the state in the near future and that mathematics e
included.
680
)mmenda-
:valuation
[n-Service
roups for
1ces work
f Science
be organ-
1ior high,
each level
1g areas:
etings for
effective
ommittee.
16 of the
emental‘)’
ts to the
need help
idevelop'
ember of
through'
matics be
(6)
(7)
RECOMMENDATIONS
That help be provided in workshops, other in-service ac—
tivities and in pre-service preparation in more closely
relating language arts to science teaching.
That a unified approach be made in planning and admin-
istering the science program, grades one through twelve.
That the science curriculum be developed to fit the growth
pattern of children. (The methods and materials presented
for science instruction should not be identical at the ele-
mentary, high school, and college levels.)
That the colleges take steps to implement the recommenda-
tions for clinics to be held on problems identified by teachers
of local systems.
681
i
1 l
These back home activities reflect a change in attitud t
11
the importance of science and the app1oach for the llllpIOV 61119
of science teaching.
POST MEETING EVALUATION
The planning committee felt that if the Conference really met
the objectives outlined, there would be change in behavior of the
participants as related to improving science instruction. The com-
mittee created an evaluation sheet (see page 737) as a basis for
securing evidence from the participants. The evaluation sheet was
sent to each participant several weeks after the close of the 0011-
ferences. The evidence compiled from the post meeting evaluations
indicates that participants from all levels of education have made
changes and are planning for further change as a result of their
conference experiences. The following are typical of replies received
from all across the state:
(1) The participants have reported to their administrators:
supervisors and other teachers 011 the proceedings of the
Conference.
Planning has been done with PTA and other local servmc
groups for support in improving the science teachlng pl‘O‘
gram.
The teachers at all levels are cooperatively evaluating the
learning experiences provided for students at all levels,
grades one through twelve and college.
New courses of study or guides are being developed 00‘
operatively by the staffs in the local systems.
Plans have been made for total staffs to evaluate the
. . . . ‘V
science curr1c11lu1n through Ill—SeI'VICe workshops, facult.
meetings and committee meetings throughout the year-
c about
682
recei
para
\veal
evah
'eally met
[or of the
The com-
basis for
sheet was
? the con-
valuations
ave made
t of their
s received
listrators,
gs of the
al service
,hing pl‘O‘
rating the
all levels,
10de co-
luate the
3] faculty
5 year.
[do about
movement
From the post meeting evaluation sheets the committee has- ‘1
received valuable ideas and suggestions in regard to just what the 1:
participants consider the strengths of these five conferences, the v‘ i t
weaknesses and the ways to improve subsequent conferences. The t
evaluations reflected the following:
Strengths
(l) The inclusion of participants from all grades, one through
twelve