48x36 Poster Template

1
Impact of Informal Science Education at a
Residential Summer Camp Kathleen Falconer, Joseph
Zawicki, Catherine Lange, Dan MacIsaac SUNY
Buffalo State, 1300 Elmwood Avenue, Buffalo, NY
14226
Abstract
The following table shows the modified CHEAKS
item number, statistical significance, average
pre- and post- test scores, absolute change
(paired, pre- vs. post-survey), and Effect Size.
Significant results are highlighted in yellow.
The summer camp science sessions were integrated
into the activities at the camp. The science
program was introduced to the participants during
the first day of camp along with the other
possible activities including swimming, cooking,
crafts, etc. through a short presentation. Each
participant had a choice of the two different
programs based upon the activities presented and
could not change their assigned program after
selection. Each session was about one hour long
and the participants attended four science
sessions, including the a visit from the Buffalo
Museum of Science. The summer camp science
program was a themed science curriculum. The
science educator modified the curriculum in
several ways. Based upon the available resources
at the camp, some of the activities were centered
more on these resources. All activities had
individual adaptive arrangements to accommodate
special needs of the participants.
Middle and high school-age participants in a
residential summer camp participated in an
informal science education program. The program
included a presentation by the Buffalo Museum of
Science, and several hands-on activities. The
impact of the two-week long informal science
program was measured (pre/post) using a modified
Children's Environmental Attitudes Social
Knowledge Scale (CHEAKS). There were
statistically significant results on three of
twenty items. An analysis of the results will be
discussed.
A modified form of the Childrens Environmental
Attitude and Knowledge Scale, CHEAKS1, was used
to measure the impact on participating students.
Item Sig Pre Post Change Effect Size Question
Q 01 0.38 2.60 2.68 -0.08 -0.05 I have talked with my parents about how to help with environmental problems.
Q 02 0.60 1.67 1.62 0.04 0.06 I turn off the water in the sink while I brush my teeth to conserve water.
Q 03 0.71 1.86 1.78 0.08 0.07 To save energy, I turn off lights at home when they are not in use.
Q 04 0.02 1.99 2.34 -0.35 -0.27 I have asked my parents to recycle some of the things we use.
Q 05 0.45 2.69 2.83 -0.14 -0.08 I have asked others what I can do to help reduce pollution.
Q 06 0.39 1.64 1.74 0.10 0.09 I do not let a water faucet run when it is not necessary.
Q 07 0.05 2.67 2.92 0.25 0.10 I leave a refrigerator open when I decide what to get out.
Q 08 0.60 3.08 3.14 -0.06 -0.02 I have put up a birdhouse near my house.
Q 09 0.42 3.51 3.39 -0.12 -0.05 I do not separate things at home for recycling.
Q 10 0.29 2.33 2.48 -0.15 -0.10 I am frightened to think people don't care about the environment.
Q 11 0.08 2.18 2.43 -0.25 -0.16 I get angry about the damage pollution does to the environment.
Q 12 0.25 1.82 1.94 -0.12 -0.13 It makes me happy when people recycle used bottles, cans and paper.
Q 13 0.03 1.76 2.06 -0.30 -0.34 It makes me happy to see people trying to save energy.
Q 14 0.39 3.24 3.05 -0.19 -0.08 I am not worried about running out of water.
Q 15 0.42 3.54 3.67 0.13 0.06 I do not worry about environmental problems.
Q 16 0.08 3.68 3.27 -0.40 -0.20 I am not frightened about the effects of pollutions on my family.
Q 17 0.44 2.53 2.62 -0.09 -0.05 I get upset when I think of the things people throw away that could be recycled.
Q 18 0.03 1.63 1.97 -0.34 -0.29 It makes me sad to see houses being built where animals used to live.
Q 19 0.55 2.41 2.51 -0.09 -0.07 It frightens me to think of how much energy is wasted.
Q 20 0.64 2.42 2.31 0.11 0.07 It upsets me when I see people use too much water.
Summer Camp, Cradle Beach
Item 4 This item has a negative gain of 0.35
with an effect size of -0.27. Since the
participants are at camp and not interacting with
their parents, one would expect this item to be
neutral. However, both the camp and some
informal science instruction focused on
recycling, the change on this item from a more
positive agreement to a more negative
disagreement could indicate a more realistic view
of at-home recycling practices. Item 7 Since
this item is a negative item, the gain is
positive. This item has a positive gain of
0.25 with an effect size of 0.10. Since both the
camp and some informal science instruction
focused on conservation, the change on this item
could indicate the intention of increased
participation in at-home conservation practices,
however, this is only a slight effect. Item 13
This item has a negative gain of 0.30 with an
effect size of -0.34. Item 18 This item has
a negative gain of 0.34 with an effect size of
-0.29. The data from items 13 18 both
indicate a significant, negative change in
attitude towards either energy conservation or
the conservation of natural habitat. Both items
may reflect the adoption of a more realistic
attitude, or it may be that the students are
responding to the use of the terms happy and
sad.
The curriculum was themed around the concept of a
scientist for a day. The activities within the
theme were linked to the Next Generation Science
Standards as well as the NY Science Standards.
The activities were designed to be hands-on,
minds-on and student centered. Each session at
the camp had a different theme
including Chemist for a Day Botanist For a
Day Freshwater Ecologist for a Day Meteorologist
for a Day  
Participating students completed a brief (two
page) survey of science attitudes and knowledge.
A pre- and post-testing model was used students
completed surveys at the beginning and end of
their participation. Permission forms were
signed by both students and their guardians.
Student first names and last initials were used
to pair pre- and post-surveys. Personally
identifiable information was removed from the
surveys following pairing.
The impact of the summer science camp sessions
was assessed using several different methods.
Since the science sessions were focused on
environmental issues, the CHEAKS survey was
modified and administered pre post to the
participating students. Several onsite visits to
were made to the summer camp, to observe the
students participating in the activities. As
well, several of the personnel at the summer camp
were solicited for their response to the
program.  
For Example As a Freshwater Ecologist for a Day
the participants performed water sampling and
aquatic invertebrate sampling at different two
locations on the campgrounds. The participants
learned about bio indicators through performing
pH and other tests and classification of aquatic
invertebrates (benthic macroinvertebrates). The
participants used a key to classify to number and
types of aquatic invertebrates in their samples.
The science educator then facilitated a
discussion on why aquatic invertebrates make good
indicators of watershed health.
1Modified from Childrens Environmental Attitude
and Knowledge Scale, Leeming, F.C. Dwyer, W.O.
(1995). Children's environmental attitude and
knowledge scale Construction and
validation. Journal of Environmental Education,
26(3), 22-32.