Investigating the Effects of an Aquatic Ecology Graduate Course for Teachers: Linking Teaching to the Environment and Community

Abstract

The purposes of this study were to determine the impact of a graduate teacher education
course on the confidence levels and classroom practices of teachers. The three-credit
hour, field-based course was taught during the summer using a two-week workshop and
one follow-up day format. Place-based teaching approaches were utilized during the
course. These approaches were designed to immerse teachers in studies of their local
aquatic environment and community-based resources that are associated with the aquatic
environment. Pre, post, and delayed post-survey data were analyzed using MANOVA
and ANOVA measures to determine changes in the teachers’ confidence levels and
classroom practices. Positive changes were found in the teachers’ confidence and
classroom teaching in the use of various instructional technology, standards-based
teaching strategies, community resources, field investigations, and in the teaching of
water quality topics, real life topics, societal issues, and career education. An analysis of
responses to open-ended questions on the delayed post-survey revealed the strengths of
the course in regard to the learning of science content, instructional pedagogy and
applications to classroom teaching, the potential impact on K-12 student learning, and
barriers to implementing desired classroom practices. Implications and recommendations
are presented that can be generalized across a variety of educational programs.