The University of Arkansas GK12 KIDS K12, I, Do, Science Program

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The University of Arkansas GK-12 KIDS (K-12, I,
Do, Science) Program

• Changing Graduate Training to Include a
  Responsibility for K-12 Science and Math Education

Art Hobson, Paul Calleja, Greg Salamo, Gay
Stewart and Ronna Turner
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Why Change?
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• Image of what a scientist does is not clear, yet
  students are deciding if science is right for
  them.
• Relevance of math and science to everyday life is
  not made while students are assigning value to
  learning math and science.
• Math and Science Skills are weak
• Perceived ability in math science is not only
  low but replaced with a I cant Do science
  attitude

This needs to change
K-12, I, Do, Science KIDS Addresses This Need
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How? Our Vision is to

• Create a graduate education that trains a new
  generation of scientists who have the confidence,
  skill, and desire to make this change
• Change the University culture to share
  responsibility for enhancing the effectiveness of
  K-12 education.
• Change the culture in the K-12 school system to
  emphasize image, relevance, and ability
• Use hands on-minds on inquiry to vigorously
  strengthen math and science skills

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Our Approach
1. Fellow - Teacher
2. Fellow - Student
Teacher
Student
Fellow
Recognizing their impact on students, teachers,
the community, and the campus culture is what we
believe will encourage Fellows to continue a
lifelong relationship with the K-12 system and
their communities!
Community
Campus Culture
3. Fellow - Community
4. Fellow - Campus
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1. Evidence of Fellow - Teacher Impact

• FELLOW IMPACT ON THE TEACHER
• 28 increase in time using inquiry learning
  activities (49 min / week / class)
• 34 decrease in traditional lecture methods (26
  min)
• 54 increase in manipulative and active learning
  tools (48 min)
• 60 increase in technology usage (14 min)

• TEACHER IMPACT ON THE FELLOW
• Significant increases in Fellows confidence
• (a) STEM Content Knowledge (applied to K-12)
• 20 of Fellows had high confidence levels prior
  to GK12 training
• 90 of Fellows had high confidence after training
  and K-12 implementation
• (b) Presentation Skills
• Increase from 70 to 100 of Fellows with high
  confidence levels after GK-12 training and 6-9
  months in K-12 schools
• (c) Pedagogy (not statistically significant
  moderate effect size)
• 60 of Fellows experienced increases in
  confidence in knowledge and practice

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2. Evidence of Fellow - Student Impact

• FELLOW IMPACT ON THE STUDENT
• (a) Significant difference in Standardized Math
  Score Growth from grades 4 to 6
• Year 1 - decrease in Control classrooms (?3
  percentiles N742), increase in GK-12
  classrooms (?3 percentiles N259)
• Year 2 little change in Control classrooms (?1
  percentile N498), significant increase in GK-12
  classrooms (?6 percentiles N 435)
• (b) Difference in STEM Career Interest
• Twice as many GK-12 Science students find careers
  in Chemistry, Physics, and Science Teaching as
  Very Interesting compared to Control
• Almost twice as many GK-12 Math students find
  careers in Biology, Physics, and Computer
  Programming as Very Interesting compared to
  Control

• STUDENT IMPACT ON THE FELLOW
• (a) Facilitating Inquiry Learning
• 40 of Fellows confident prior to GK-12 training
  80 of Fellows with high confidence levels after
  K-12 implementation
• (b) Incorporating STEM Research and Technology
  into instruction
• 70 of Fellows significantly increased in
  confidence after GK12 training, with further
  increases after K-12 implementation

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3. Evidence of Fellow - Community Impact

• FELLOW IMPACT ON THE COMMUNITY
• (a) 450 family members attend Math Science
  Nights where fellows demonstrate the Science in
  Everyday Life through interactive activities
• High poverty, rural school
• 6 family members attended in year 1
• 60 family members in year 2
• (b) Fellows provide scientific explanations for
  everyday phenomenon to students and the community
• 5500-6000 listeners to the Math Science
  Question NPR radio broadcast
• COMMUNITY IMPACT ON THE FELLOW
• (a) Increase in confidence in Facilitating
  Inquiry Activities
• change of 40 to 80 of Fellows who had high
  confidence levels after one year of participating
  in K-12 education and community activities
• (b) Fellows observe reactions of community
  members participating in Math and Science Nights
  / Math and Science Mall Days

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4. Evidence of Fellow Campus Culture Impact
(a) PROVOST Letter of support for Track 2
The University of Arkansas very much supports
the efforts of Professor Art Hobson and others to
continue the GK-12 Program currently at the
University through a Track 2 period and beyond.
As will be shown by the proposal, the University
does commit to match during the proposed five
year grant period. More than that, the
University agrees to continue the program beyond
the five years via several means of funding.
(b) We have proposed to the University of
Arkansas to gradually replace NSF Fellowships
with Teaching Assistantships Walton Fellowships
during Track 2. Specifically

• Deans committed funding for graduate students
• College of Arts Sciences (2)
• College of Engineering (1)
• College of Education Health Professions (1)
• Microelectronics Photonics program (2)
• University Walton Fellowships allocated to KIDS
  program (5)

(c) Teacher Education faculty sending student
teachers to the KIDS summer training workshop (12
participating in 2005) (d) KIDS K-12 teachers are
becoming mentor teachers for teacher education
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There is a lot to do from here

• Uncover the correlation between program
  components and the impact on the fellows,
  students, and teachers.
• Track Fellows and their connection to the K12
  system and/or the community after leaving the
  KIDS program.
• Add schools and programs like the Phy Ed -
  Science Teacher Partnership and Pre-teacher
  program with the School of Education
• Track the impact of the Fellows on students and
  teachers after fellow contact ends.
• Sustained use of inquiry, technology, and active
  learning in the classrooms
• Increases in students taking advanced STEM
  courses in high school
• Sustained increases in student academic
  performance
• Continue to build a sustained change in the
  culture of graduate training at the University of
  Arkansas gradually replacing NSF Fellowships with
  Teaching Assistantships Walton Fellowships.

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• Learn more about the University of Arkansas GK-12
  KIDS Program _at_
• http//gk12.uark.edu