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| Iowa Chautauqua Program (ICP). An inservice model for improving science teachers and science education programs. |
Audience Approved by PEP for teachers of grades K-12.
Description The Iowa Chautauqua Program (ICP) provides a unique approach to science inservice education. Created out of the realization that most inservice programs fall short in terms of meeting the developmental needs of teachers, the ICP strives to empower science teachers to make science more meaningful and useful for their students. The Iowa Chautauqua Program is unique in that it provides ongoing support across a summer and an entire academic year to teachers in grades K-12 as they develop and assess strategies that match those which characterize a reform effort termed Science-Technology-Society (STS). The STS approach involves constructivist strategies to science teaching and can best be described as the teaching and learning of science in the context of human experience. Student ideas, questions and thinking are used to drive the lessons.
The goals of the ICP include: (1) improving teachers' confidence in teaching science; (2) making teachers' instruction more congruent with the features of basic science by focusing instruction on questioning, developing explanations, and devising tests for evaluating those explanations; (3) preparing teachers to facilitate student learning in multiple domains, concepts, processes, applications, creativity, attitude and world view of science--not the simple memorization of facts; and (4) developing teachers as leaders in science education reform. A comprehensive assessment methodology has demonstrated the effectiveness of the workshops in terms of behavioral, attitudinal, and achievement changes in both teachers and students. The ICP stands out as a dynamic model for others interested in transforming their science programs.
Evidence of Effectiveness Participating teachers expressed substantially more confidence in the teaching of science and in their understanding and use of basic science concepts than did a group of similar science teachers not enrolled in the program. Furthermore, students taught by ICP-trained teachers developed greater science process and application skills, creativity in approaching science problem solving, improved attitude toward science learning, and an improved understanding of science in the context of human intellectual development. Students learned basic science concepts at least as well as students taught with traditional materials and methods.
Requirements A one week summer leadership conference at the University of Iowa, and a two to three week summer workshop for new teachers in local setting. Participants must develop, use, and assess the effectiveness of newly learned teaching skills and teaching materials. Central school staff such as state, regional, or district science supervisors and college/university faculty should also be involved in the training and follow-up activities. A fall short course and a spring short course to follow up and evaluate the success of implementation is required.
Costs The cost of a single ICP series enrolling 30 teachers in Iowa is typically $46,500. Cost per student (K-12) in a classroom of 36 is approximately $43. Start-up costs include personnel (three Lead Teachers, three central staff, three scientists and others); stipends for teachers in the summer workshop; staff travel and per diem; and materials and supplies. Operational costs average about $4,000 for staff travel and per diem and for materials and supplies. The expenses vary in different states and years. The approach can be adjusted to match the available funds.
Services Training and related consultation as well as printed guides for leadership training, module development, changes in teaching strategies, and program assessment are available.
Developmental Funding: National Science Foundation, ESEA Title 2, Eisenhower Math and Science Program, local school districts, Iowa Utility Association, Environmental Protection Agency.
PEP No. 92-5 (3/26/93)
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