Evaluation of a Statewide Science Inservice and Outreach Program: Teacher and Student Outcomes

摘要

The Alabama Science in Motion (ASIM) Program is a statewide program that was established in 1994, as a practical method of addressing the problems Alabama science teachers must overcome in order to teach secondary science. Science is a discipline that is rooted in experimentation and inquiry. In order to incorporate these elements into the science classroom, students must be actively engaged in laboratory activities. The problem is many science teachers lack the equipment, preparation time, and motivation to run an effective science laboratory program. ASIM is a statewide program that services 11 inservice districts across the state. Each site is provided two fully equipped vans, one in chemistry and the other in either physics or biology, with each van driven by certified master teachers. Each van contains over $100,000 worth of technology and equipment. ASIM provides inservice training to teachers during the summer and also brings the equipment into the classrooms for the students to use. The goals of ASIM (ASDE, Division of Instructional Services, 2001) are as follows: 1. To complement, enhance, and facilitate implementation of the Alabama Course of Study―Science. 2. To provide students with experiences using state-of-the-art scientific equipment and instrumentation in their school laboratories, to prepare them upon graduation for entry into postsecondary education or the workforce, and to increase their interest in science and science careers. 3. To provide high school science teachers with curriculum development and staff development opportunities that will enhance their subject-content expertise, technology background, and instructional skills and to prepare them to present more challenging and stimulating instruction in science for grades 9-12. 4. To provide equity of opportunity for students across the state, regardless of the public school they attend, to use this technology and to benefit from more challenging and stimulating instruction. 5. To provide opportunities to develop mentoring links between university faculty and classroom teachers and to develop models for effective university/school system partnerships.