A One-Quarter Inquiry Based Physics Course for Preservice
Elementary Teachers Using Gender Neutral Course Materials
Evaluation Plan
This evaluation plan is embedded in a larger proposal prepared
by Utah State University for the One-Quarter Inquiry Based
Physics Course for Preservice Elementary Teachers Using Gender
Neutral Course Materials Project.
Table of Contents:
-
Planning Evaluation
- Evaluation Overview: Evaluation Purposes,
Evaluation Questions
- Design: Methodological Approach
-
Implementation Evaluation
- Evaluation Overview: Evaluation Purposes
- Design: Methodological Approach,
Data Collection Procedures & Schedule
-
Summative Evaluation
- Evaluation Overview: Evaluation Purposes,
Evaluation Questions
- Design: Data Collection Procedures &
Schedule
- Analysis Process: Qualitative Analysis,
Quantitative Analysis
-
Followup Evaluation
- Evaluation Overview: Evaluation Purposes
- Design: Instruments
- Dissemination Plans
Project evaluation will consist of four phases:
- Planning
- Implementation
- Summative
- Followup
These will be conducted by internal and external evaluation
specialists. The internal evaluators will include the principal
investigator and her staff. The external evaluation will be
conducted by Dr. Jim Dorward, a research associate from the
Western Institute of Research and Evaluation (WIRE). Evaluation
methods will include a case study of physics literacy among
female preservice teachers at USU, and a causal-comparative
analysis of achievement and attitude measures between groups
using existing course materials and groups using materials
resulting from this project.
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Contents
1. Planning Evaluation. The
Planning Evaluation will
assess understanding of project goals, objectives, strategies
and timelines (National Science Foundation, 1993). The internal
evaluators have initiated an analysis of variations on a collection
of baseline test and anecdotal information to identify factors
used to measure change in preservice teacher attitudes and
achievement in physics. Results from Spring and Summer, 1995,
student evaluation forms and instructor-developed criterion
referenced tests have provided the internal evaluators with
information on preservice teachers' interests, characteristics,
and potential project strategies. The principal investigator
is also maintaining a reflective journal detailing steps in
project development.
The external evaluator is assessing the degree to which the
principal investigator identifies measurable outcomes and
predicted project impacts through a series of interviews and
observations as part of a case study on change in physics
literacy among female students at USU. This evaluation phase
is currently in place as part of the internally funded research
and will continue through Winter Quarter, 1996. Questions
investigated in this phase of the case study
include:
- What are measurable outcomes that will enable the investigators
to determine the effect on students (male and female) of
course materials that are free of gender bias and contain
material that is pertinent to the lives of female
students?
- What do the investigators predict will be the impact over
time on attitudes and interest in teaching science among
project participants?
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2. Implementation
Evaluation. The Implementation Evaluation
will assess the degree to which project procedures and timelines
are being met and articulate the process of materials development
and use by course participants. Through a series of interviews
with curriculum developers and course participants as part
of the case study, the external evaluator will assist the
principal investigator to identify components that were the
most effective at meeting project goals. Non-participant observations
of curriculum development sessions and classroom implementation,
along with examination of course materials will serve to verify
themes that emerge from the interviews.
This evaluation phase will commence upon notification of
funding and continue through Fall Quarter, 1996. During this
time, the principal investigator and external evaluator will
also adapt and validate existing attitudinal and achievement
measures for use in the Summative Evaluation.
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3. Summative Evaluation.
The Summative Evaluation
will assess the degree to which project goals and objectives
have been met. During this phase, the external evaluator will
conclude the case study, administer and analyze results from
attitudinal and achievement measures, and disseminate results
to the principal investigator and appropriate science education
journals.
Empirical results from post-course administration of the
attitudinal and achievement measures to the population of
students receiving instruction using project developed materials
during Spring Quarter, 1997, will be compared with results
from a similar population of non-science majors taking a physics
course using existing materials. The external evaluator will
use a matched pairs, post-test only design to identify differences
in attitudes and achievement. Matching will be based on gender,
grade point average, and ACT scores.
This mixed-method evaluation strategy will provide a rich
narrative of the change process and provide answers to the
following questions:
- Do course materials that are pertinent to the lives and
interests of female students result in improved attitudes
and achievement in physics and do such materials affect
the attitudes and achievement in physics of male
students?
- Do course materials that are free of gender bias result
in improved attitudes toward and mastery of physics among
female preservice teachers?
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4. Followup Evaluation.
The ultimate goal of this
project is to increase attitudes and achievement in science
among preservice teachers, particularly women. In order to
assess the degree to which a relevant, non-biased approach
to preservice teacher preparation in physics education affects
women over time, the principal investigator and external evaluator
will distribute a followup survey to study participants two
years after completion of the revised course (Spring, 1998).
This survey will elicit participants perceptions regarding
project goals and identify whether participants in the revised
course were more likely to take additional science courses
than those who took courses using existing curriculum
materials.
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Dissemination
Project results will be presented in publications such as
the American Journal of Physics or The Physics Teacher, so
as to make them available to the largest population of science
instructors. Universities in various areas of the country
will be solicited to serve as "beta sites" for the
program, receiving preliminary versions of the manual/kit
for evaluation. We have discussed this possibility with several
other physics departments that are considering or in the process
of reforming their curriculum for elementary education majors.
The final version of the curriculum will be made available
to introductory physics instructors for adoption. The materials
will include a manual, which will be prepackaged with the
necessary equipment for classroom activities.
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