Judy L. Pickett, Department of Biology Education
Introduction
For the past five years Dr. John Gardner has been developing a microscopy outreach program for students throughout the state of Utah. I became involved in the program in the fall of 1993 and have been heavily involved in program development since that time.
The results of the past five years have been very encouraging. Students have demonstrated great enthusiasm and an incredible capacity and desire to learn. Eleven students have published their findings. Others have competed in local and national fairs and poster competitions with remarkable success. Several students have been invited by the Microscopy Society of America to present their research at the society’s annual meetings.
Although the past program has been successful it has not been without problems. Last year I observed that students did not finish their projects until the last minute possible and often had difficulties finding and organizing data for presentation. A resolution of these problems was necessary due to plans to expand this program into local public schools by use of a traveling Scanning Electron Microscope (SEM). It was a modification of the current program for resolving existing problems and bettering student experiences that I originally proposed to the Office of Research and Creative Work (ORCW) as my research/creative work.
A turn of events allowed for this program to be taken into public schools much sooner than expected. Beginning in March of 1995 there was a functioning, stationary SEM at Canyon View Jr. High School in Orem, Utah. Because of this I was able to expand my original research plan. Not only did I make Improvement to the current program being conducted in the Microscopy Lab, I also developed and implemented a curriculum for using an SEM within a public school.
The pilot program I developed was conducted at Canyon View Jr. High School, in cooperation with Dr. John S. Gardner (BYU Microscopy Laboratory), the BYU Educational Partnership, Canyon View Jr. High School (CVJH), and the Alpine School District.
The curriculum I developed and the corresponding research done is being used to improve and expand the interschool microscopy program.
Discussion
To remedy the problems that existed in the earlier program at the Microscopy Lab I developed and introduced a more structured curriculum to the already existing program. I built this curriculum around the use of portfolios. In each portfolio there was a page for students to outline their research projects and to set goals for completing their projects in good time. Portfolios were also used to teach students how to keep accurate logbooks and organize the data they accumulated. The steps outlined in the portfolios were the steps of the scientific method and were designed to help students see the value of using this procedure to do their projects.
The ideas and activities used for the pilot program at CVJH were based on my previous experience in the BYU Microscopy Lab. This included the use of logbooks/portfolios that !introduced in the lab this past year as part of my grant from the ORCW. These portfolios helped direct student research and provided an easy, clear method of organization.
The curriculum that I created and used in the pilot program was designed to give students as much freedom and Individual responsibility as possible. I also wanted students to gain a clear understanding of the scientific method and how it can be used to solve problems.
Another goal of the pilot program was to incorporate as many areas of curriculum as possible, thereby integrating science with other areas of study (namely, math, reading, language, art and history). The SEM was used to unify these areas of study under the single heading of science.
The final goal of the pilot program was to assess the feasibility of using the microscope and facilities at CVJH as a resource center for the entire Alpine School District and for other schools in Utah Valley.
To achieve these goals I developed a four week program and carried it out with three classes of approximately twenty seventh graders. I then revised the existing curriculum and re-ran the program, again with three classes of approximately twenty seventh graders over a four week time span. To assess my success and student achievement, attitude surveys and inquiries were conducted by personnel from the BYU Educational Partnership. Their findings can be obtained from me or Dr. Gardner.
Conclusion
Several important conclusions were reached as a result of my efforts. First, the problems with the existing program in the Microscopy Lab, although not completely resolved, were much improved. It is my opinion that continued effort with the portfolios will remedy these problems. Secondly, the curriculum that I developed for the pilot program at CVJH was very successful. Overall student attitudes about science improved after going through the SEM course and their understanding of scientific method improved greatly. I was also able to show that the use of portfolios Is effective in directing group research projects as well as Individual projects. Further information about student achievement and attitude can be obtained from me or Dr. Gardner as mentioned above.
Perhaps the most important findings of my research are the items that apply to the future of the microscopy outreach program. Through my activities it was learned that it is necessary to have a full time technician with the microscope at all times if the class has twenty or more students and multiple activities being ran concurrently, as I did during my pilot program experience. In such a situation, a technician is needed at the SEM to help the students. It also became evident that the physical facilities as they currently are at CVJH are inadequate for accommodating an entire class of students. In order for CVJH to become a resource center it is necessary that there be more room given to the microscope project, better tables and chairs acquired and a full-time person hired.
In order to accommodate an entire class from elsewhere in the district or state alternative activities (like those developed as part of my curriculum) must be used to engage students while they walt for their opportunity on the microscope. Because these activities are cross-curricula activities they are suitable for students from any classroom.
One of the most exciting findings of my research was that the SEM and other activities developed are good for all types of students. I witnessed successes with accelerated as well as learning disabled students. There were no bounds to what these students could do because of the individualIzed nature of the course.
Copies of my curriculum and of the activities used In the pilot program can be obtained from Dr. John Gardner or from me.
Finally, the findings of my research In the microscopy lab and at CVJH can also be applied to teaching In general to improve the type of teaching being done. I have witnessed marked improvement In student attitude and achievement because of the hands-on, individualized nature of these programs. These type of programs can be used to reach less motivated and “at risk” students. Because of the success of these program 1, along with Dr. Gardner have been asked to present our research and findings at the National Science Teachers’ Association meeting this fall in Salt Lake City.