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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 DayBotanist For a DayFreshwater Ecologist for a DayMeteorologist for a Day

Impact of Informal Science Education at a Residential Summer Camp

Kathleen Falconer, Joseph Zawicki, Catherine Lange, Dan MacIsaacSUNY Buffalo State, 1300 Elmwood Avenue, Buffalo, NY 14226

Summer Camp, Cradle Beach

CHEAKS Surveys Survey Analysis

Conclusions

Curriculum

Assessing the Impact

Summer Camp Science Sessions

References / Acknowledgements

Data Collection

The data from student responses to the modified CHEAKS survey indicate that participating student attitudes did change over the course of the program. However, the inconsistency in the data, including the expected neutral response to item #4, the possible happy and sad problems with #13 and #18, may indicate that in future camps, students should be interviewed regarding their understanding of recycling and conservation practices in their own homes. Even with a substantial emphasis on water, there appeared to be no impact on student attitudes according to the items.

Cradle Beach is a residential summer camp for disabled youth and children from disadvantaged backgrounds. Nearly 800 students participate each summer, with smaller cohorts attending during the months of July and August.

Participants are given choices for daily activities. One choice of activities offered during the summer of 2014 was a series in science. The activities were created and modified by an ISEP panel of college students and faculty at Buffalo State College. The summer program built upon work that was initially implemented with students in the Lovejoy Discovery, Lorraine and Southside Academies.

A special thank you to Jennifer Pigeon and Michele Parente for facilitating the collection of the consent and data forms.

This material is based upon work supported by the National Science Foundation Grant – Interdisciplinary Science and Engineering Partnership. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

A modified form of the Children’s Environmental Attitude and Knowledge Scale, CHEAKS1, was used to measure the impact on participating students.

1Modified from Children’s 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.

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.

Item Sig Pre Post Change Effect Size QuestionQ #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.

Abstract

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.

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.”

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.

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.

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.