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Browsing by Subject "field days"

Now showing 1 - 13 of 13
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    Best practices for field days : assessment tool and observation protocol
    (St. Paul, MN: University of Minnesota Extension Service, 2009) Carlson, Stephan; Heimlick, Joe; Martin, Storksdieck
    The 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.
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    Best Practices for Field Days: 2005 Report of Outcomes and Impacts: Making an Impact with Environmental Field Days: Workshops for Organizers and Presenters
    (St. Paul, MN: University of Minnesota Extension Service, 2005) Nate, Meyer
    Initiated in 2002 by members of the Environmental Science Education (ESE) Area of Expertise, Best Practices for Field Days (BPFD) is a University of Minnesota Extension Service professional development program for the people involved in field days. It involves learning how to design and deliver educational events that apply six research-based practices to maximize the educational impact of these events— - centering the event around a single theme, - assessing audience before the event, - planning the setting for effective education, - using appropriate teaching methods, - developing and implementing regular evaluation, and - integrating marketing. A variety of products and services encompass the program: technical articles, a curriculum & planning tools that can be purchased online, customized workshops and in-depth evaluations of events. Through maximizing the impact of field days for the 10 thousand+ students who participate annually, the BPFD program seeks to increase the educational return on thousands of volunteer hours and public dollars invested each year in these events. Program impacts include: a) collaboration, more economical, efficient & effective field day programs, b) creating an “interest pipeline” for youth to explore careers in natural resources, science & technology, c) increasing citizen environmental literacy and abilities to enact natural resource and environmental protection & enhancement through programs that reach young people.
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    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-Hui
    Twenty-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.”
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    Best Practices for Field Days: A Program Planning Guidebook for Organizers, Presenters, Teachers and Volunteers
    (Regents of the University of Minnesota, University of Minnesota Extension, 2005) Blair, Robert B.; Carlson, Stephan P.; Bilotta, John B.; Montgomery, Kent L.; Ostlie, Karen M.; Prax, Valerie J.; Rager, Amy R.B.; Meyer, Nathan J.
    Field days are one approach to environmental education programming that provide effective means of bridging classroom learning with real-world issues or problems. Field Days are typically multi-station field trip events in which students and teachers rotate through multiple presentations on environmental topics. They can happen indoors or outdoors for audiences of tens to thousands of students. Following a review of relevant literature, program surveys, and feedback from University of Minnesota Extension Educators, a series of seven recommendations were developed for planning and delivering effective Environmental Field Day programs. This guidebook translates these recommendations into implications for the design and delivery of effective events, and provides resources to help event organizers, presenters and participant teachers effectively address these implications.
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    Best Practices for Field Days: A Program Planning Guidebook for Organizers, Presenters, Teachers and Volunteers
    (St. Paul, MN: University of Minnesota Extension Service, 2012) Environmental Science Education Work Group
    "Guide includes how to plan field days for large crowds, bad weather, age appropriate activities and more. Guidelines and planning worksheets included. Sections include: Intergrating marketing into your planning process, Stucturing your field day around a single theme, Assessing your audience before the event, Planning your setting for effective education, Use of experiential teaching methods, Developing and implementing program evaluation methods, Organizational resources, and Summary."
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    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, Stephan
    The 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.
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    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, Stephan
    The 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.
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    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, Stephan
    A 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.
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    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, Martin
    A 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.
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    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, Joe
    A 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.
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    E-Tips for Environmental Educators
    (St. Paul, MN: University of Minnesota Extension Service, 2009) Meyer, Nate; Carlson, Stephan
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    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, Stephan
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    Marketing for Field Days
    (St. Paul, MN: University of Minnesota Extension Service, 2009-09-25) Meyer, Nathan; Carlson, Stephan