Lynn Vanderkamp & Megan Hanson, Bureau of Environmental Services
Date of Award
Master of Environmental Management (MEM)
Environmental Science and Management
Teachers -- Training of, Inquiry-based learning, Ecology -- Study and teaching, Career development
The goal of this project was to expand on potential audiences and partnerships within the Teaching Ecological Complexity Project, by creating a one-week teacher training workshop in collaboration with a local natural resource management partner. The training sought to increase teachers’ understanding of ecology and qualitative conceptual models through immersion in field research and partnerships with local scientists and natural resource managers. Ecological knowledge was measured by comparing pre and post qualitative conceptual models, which were scored with a rubric and analyzed using the Wilcoxon Signed Ranks Test. Classroom implementation of an inquiry-based ecological research project was expected of participants. The teachers’ level of inquiry-based teaching was assessed using pre and post workshop surveys, as well as a follow-up survey nine months later. These surveys were analyzed using the Wilcoxon Signed Ranks Test. The workshop was generally successful at producing the expected outcomes. However, some limitations existed in the workshop design, and from these, future recommendations for trainings are discussed.
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Gonsler, Kara, "Outcomes of a One-week Teaching Training in Community-based Ecological Research" (2010). Environmental Science and Management Professional Master's Project Reports. 17.