Browsing by Author "Carlson, Stephan"
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Item Best practices for field days : assessment tool and observation protocol(St. Paul, MN: University of Minnesota Extension Service, 2009) Carlson, Stephan; Heimlick, Joe; Martin, StorksdieckThe Best Practices for Field Days (BPFD) Assessment Tool provides systematic observation methods to evaluate the success of Field Days in meeting intended educational outcomes. It uses evaluator observations to help organizers improve learning conditions and to help presenters develop their skills. Using this assessment tool will improve programs and enhance the student experience.Item Best practices for field days : Assessment tool and observation protocol(St. Paul, MN: University of Minnesota Extension Service, 2009) Carlson, Stephan; Heimlich, Joe; Storksdieck, Martin; Meyer, NathanItem Best Practices for Field Days: 2008 Children’s Water Festival Evaluation: Presentation Skills for 29 Learning Stations(St. Paul, MN: University of Minnesota Extension Service, 2009) Carlson, Stephan; Wang, Hui-HuiTwenty-nine stations were observed by sixteen observers. Because the research studies could not control how many times that a station was observed, some of the stations were observed only once, while other stations were observed more than once. The station, “Water! Science Museum” was observed the most frequently, a total of sixteen times by sixteen different observers. The stations observed once by the sixteen observers are: “Well,Well,Well”, “DisappearingWaterfall Mystery”, “Streams Creatures”, “Lakes & Rivers & Oceans-Ohmy”, “BackyardWater Recycling”, and “Groundwater on the Move.” The following stations were not observed at all: “Water!Water! From the River to the River”and“Water Arcade.”Item Best Practices for Field Days: Environmental Field Days Assessment Tool: Focus Group Results(St. Paul, MN: University of Minnesota Extension Service, 2008) Marczak, Mary; Carlson, StephanThe following results are based on two focus groups conducted in October, 2007. The 14 participants (7 at each focus group) had gone through the Assessment Tool training on the use of the tools and also had used the tools to assess environmental field days. Focus group questions specifically addressed both the quality of the training as well as the tools (individual and holistic) themselves. The participants were asked not only to describe their experiences but also to provide recommendations to improve the training and the tools. During the focus group discussions it became clear that participants also wanted to address the actual day of the observation, or the field day experience itself. Thus, the results address these three key areas: 1) the day of the training; 2) the field day experience, and 3) the tools.Item Best Practices for Field Days: Environmental Field Days Assessment Tool: Reliability Study(St. Paul, MN: University of Minnesota Extension Service, 2008-08) Storksdieck, Martin; Heimlich, Joe; Figueriredo, Claudia; Carlson, StephanThe Environmental Field Day Observation Tool (the Tool) was tested for reliability under two conditions: (1) As original Tool during the Sauk RiverWater Festival, a traditional Environmental Field Day in Minnesota; and (2) a modified version of the Tool, with fewer items, at the Marine ExplorationWeekend, a .special event for family visitors at the Pacific Science Center in Seattle, WA. The Sauk RiverWater Festival represents a traditional Field Day insofar as groups of students (representing a class of about 20 students with at least one teacher and normally one or more chaperones) move together from station to station. These groups can be observed together over the course of the Field Day. The SaukWater Festival was held in the summer of 2008.Item Best Practices for Field Days: Factors That Influence Students’ Learning in an Environmental Field Day(St. Paul, MN: University of Minnesota Extension Service, 2009) Wang, Hui-Hui; Carlson, StephanA field trip is a common strategy used by educators to bring out-of-school learning experiences into schools. Many research studies suggest a field trip will not only bring an individual close to the real-world, but may also increase an individual’s environmental knowledge and responsible behaviors. Therefore, many environmental educators use field trips as a tool to strengthen their in-school curriculum. Thus, program evaluations usually focus on the predetermined outcomes, such as increasing environmental knowledge and responsible behaviors, which were decided by environmental educators and program designers. Students rarely have active voices in program evaluations. How do students evaluate their field trip experience? This study focuses on students’ prespective and the factors that influence students’ field trip experience. In this study, we found that an interesting and fun learning environment is a critical criterion, which students believe can increase their satisfaction level, can help them focus on field day activities, and can contribute to their learning in an out-of-school experience.Item Best Practices for Field Days: Modified Delphi used for Observation Tool Development(St. Paul, MN: University of Minnesota Extension Service, 2009) Heimlich, Joe; Carlson, Stephan; Tanner, Dawn; Storksdieck, MartinA team of 40 people from across the country were invited to the Best Practices for Field Days (BPFD) Delphi panel to develop an effective observation instrument for determining the quality of field day components that represent best practices. Thirty nine people accepted the invitation and 27 people participated.Item Best Practices for Field Days: Validating an Informal Science Education Field Day Observation Tool(St. Paul, MN: University of Minnesota Extension Service, 2009) Carlson, Stephan; Storksdieck, Martin; Heimlich, JoeA study was conducted at the Metro Children’sWater Festival (CWF) in St Paul, Minnesota in the fall of 2008 where 44 schools and more than 1,200 fifth grade students participated in the one day event. The purpose of the study was to assess the validity of an observation tool for informal science education around Field Day programs. Content validity (Modified Delphi) and coder reliability of the observation tool was established the previous years (NSF, #0635559). Items from the observation tool were mapped to students’ evaluation questions to determine the degree to which observed characteristics of the field day are aligned with student perception. It is conceivable that they don’t align. Students’ assessment of their experience is based on factors that have little to do with what educators care about. Significant correlations support the validity; lack there of, on the other hand, does not indicate that the tool isn’t valid.Item Building a Bridge to the Future(2000) Carlson, StephanItem Developing environmental citizens through 4-H shooting sports/wildlife : minnesota 4-H shooting sports/wildilfe studies, part 2.(University of Minnesota Extension Service, 1995) O'Brien, Kimberly; Carlson, StephanItem E-Tips for Environmental Educators(St. Paul, MN: University of Minnesota Extension Service, 2009) Meyer, Nate; Carlson, StephanItem EE E-Tip for Field Days: Follow effective design principles to connect youth with nature at your field days.(St. Paul, MN: University of Minnesota Extension Service, 2009) Carlson, StephanItem Exploring your environment : Group activities. Helper's guide(Univeristy of Minnesota Extension Service, 2002) Hartz, Carrie; Carlson, StephanItem Exploring your environment : Youth activity guide. Level 1, Eco-wonders(University of Minnesota Extension Service, 2003) Hartz, Carrie; Carlson, StephanItem Exploring your environment : youth activity guide. Level 2, Eco-adventures(University of Minnesota Extension Service, 2002) DeMarco, Laurie; Carlson, StephanItem Exploring your environment : youth activity guide. Level 3, Eco-actions(University of Minnesota Extension Service, 2002) Hartz, Carrie; Carlson, StephanItem Introduction: Pulling the Wagon Together(2001) Walker, Joyce; Carlson, StephanItem Learning by Doing and the Youth-Driven Model(1998) Carlson, StephanIn the non-formal setting of 4-H Youth Development, it has long been the motto that youth learn best when they are actively involved in relevant, real-world situations. This "learning by doing" is often associated with the type of learning model encouraged by 4-H organizations.Item Looking for a few good citizen scientists: Phenology brings climate change to your own backyard!(University of Minnesota Extension, 2015) Carlson, Stephan; Montgomery, Rebecca; Buyarski, ChrisPhenology is the timing of seasonal biological events such as budburst, flowering, bird migration and leaf coloring. It has provided the most compelling evidence that plants and animals are responding to changes in climate across the globe. Minnesota temperatures have risen by ~2 degrees F over the last 50 years and are projected to rise by ~7-9 degrees F by the end of the century. There is a critical need to understand how our natural resources are responding to climate change. Phenology provides an excellent indicator of climate change and can be collected locally. But, how is phenology changing our plants, birds, insect pests, pollinators, or fish across the State. This lack of knowledge hinders our ability to predict species and interactions that might be vulnerable to climate change. Historical observations of phenology made in Minnesota over the past 100 years coupled with new data from trained observers across the state is helping to identify species and species interactions that may be vulnerable to climate change. Phenology provides a means to open a dialogue about climate change using phenomena people can observe in their own backyards. This personal connection to place can be more powerful than stories of melting ice caps or disappearing islands. Four historical data sets of the last 50 years will be shared along with opportunities for a network of citizen observers to provide input for local monitoring of phenology sites across the State. The National and State Phenology data and protocols will also be shared.Item Marketing for Field Days(St. Paul, MN: University of Minnesota Extension Service, 2009-09-25) Meyer, Nathan; Carlson, Stephan