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DOCUMENT RESUME
FP 045 420 SF 010 191
AUTH( 1R
TITLEINSTITUTIONSPONS AGENCY
DUB DATENOTE
'DRS DPICFDFS^RIPTORS
TPENTIFIERS
Oates, Maureen K.Protect Outdoors Evaluation Deport lnne 1970.Manchester Board of Education, Conn.Pureau of Flmentary and Secondary education(DBFW/OE), Washington, D.C.Jun /0??n.
ERRS Price MF-$0.2r) MC Not Available from EDPS.lqnnual Peports, *Elementary school Science,*Environmental Education, *Program Evaluation,*Teacher EducationESFA 'Title TIT
APSTRACTThis annual report covering the period June, 1969 to
June, 19/0, is an evaluation of Project Outdoors, a Title TTT ESFAfunded envircnmental education center in southeastern Connecticut.Evaluation emFraces the major thrusts of the project, that is,developmental work with teachers at the Natural Science Center andlocal school sites via workshops, conferences, newsletters, andcurriculum materials and the use of some class field trios. Threecategories of teachers took part in the evaluation: project teachers,other teachers, and control teachers. Quantitative measures wereassessed through a staff-prepared instrument while analysis ofoualitative impact was assessed through a 1f item consultant - preparedform appearing in the appendix. Also included are a teacher interestInventory, an optional personal questionnaire, and a student interestinventory. !Not available in hardcopy due to marginal legibility oforiginal locutent.) (01)
C2rJ
-44
C2C:1
PROJECT OUTDOORS
EVALUATION REPORT
JUNE 19707.1. Oi 111111.OiMt1011 MIMI
Witt C4 11 001
MUM tlMIH II MUMS 110$1ritSO4 a 011U111001 MAIM M. MIS Of TIM Of *WS114111 14 IKISSAlitt KPKVil OttKUS 011K1 MOM0090011 01 KAKI.
Maureen K. Oates
TABLES
Page No.Table 1. Fall & Winter Workshop Evaluations 4
Table 2. Frequency of Kit Use 5
Table 3. Achievement Test Item Analysis 6
Table 4. Natural Soience Taken by Background ?Affeotives Project
Table 5. Natural Science Taken by Background 8Affective s Control
Table 6. Natural Science Taken by Type Use with 9Clasen Project
Table 7. Natural Science Taken by Type Use with 10Clam Control
Table 8. Frequency of Outdoor Experience 11
Table 9. Cross- tabulation of Attitudinal Response 12with Background Measures
Table 10. Content Choice by Study Preferenoes Project 13
Table 11. Content Choice by Study Preferences Control 14
Table 12. Assistanoe Choice by Study Preferences Project 15
Table 13. Assistance Choice by Study Preferences Control 16
Table 14. Topical Seleotion as Measure of Student Impact 1?
ANNUAL EVALUATIQN REPUT
Name of Project' Proiect Outdoors
Period 1969
Sumitted byl Marie B. Newton DirectorMaureen K. Oa es, va ua on Consultant
I. Statement stit9AVAMitItimtlArgLAYA1MAIicn Techniquessed.
Project Outdoors is a Title III ESEA (P.L. 89-10)environmental education center working with ten towns isSoutheastern Connecticut. The objectives of the project asstated in the proposal are as follows'
1. To emphasize the importance of environmentaleducation in the school curriculum,
2. To provide teachers and their pupils with outdoorlearning experiences to increase their awareness andunderstanding of the environment.
3. To show teachers the various ways the out -of- doors canbe used in teaching.
4. To show teachers how to use the resources existingon their school sites and in their communities.
The main thrust of the project has been developmental workwith teachers at the Natural Science Center and at localschool sites, with some olase field trips provided.
Techniques used in evaluation of the objectives fallinto two categories quantitative measures prepared by thestaff, and more formal evaluation prepared by a consultant.
Quantitative measures include the following'
Workshops at the Natural Science Center 15w^rkehops at Schools.....e.s. ..... ..... 441.04 23Teacher Conferences...,...... ...... ......, 230Class Visits and FieldNumber of Workshop Partioipants.... 503Number of Clauses Partioipating..........., 92Number of Outside Visitors to Oenter 150Newsletters disseminated 4Curriculum Materials Prepared... ....... ..... 50
These measures present evidence that exposure of teaohereand their pupils to outdoor learning experiences, as pro-posed in objectives 2, 3, and 4$ is being provided in avariety of ways.
1
Analysis of qualitative impact is based on thefollowing'
Teacher Im act'Cogs veContent achievement in natural sciences and methodologyin outdoor science teaching assessed through a 15 itemmultiple choice test, which was administered to ?8teachers the 1970 Spring workshop and to 26 controlteachers not participating in the project.
2. AffectiveAi;titude towards nature arc. the outdoor learning ex-perience assessed through a semantic differential, aten item response form -- on three different topics --administered to the same groups of teachers.
3. AffectiveTeacher interest in further kelowledo mut assistanceassessed through a 30 response form administered tothe same groups of teachers.
Copies of these instruments appear in the appendix at theend of this report. The Croestabs II program was utilizedto process responses. This is a generalised multivariatefreauenoy distribution program which operates on the IBMsysiem/360. The higher the contingency coefficient, thestronger is the evidence for intordepenclence of the variables.
Student Im1-.-1-11tleres in out-of-doors and natural science assessed
through a single measure, a topical selection forwriting of a paragraph.
II. peeoripti9n of _EvaluationLopukation
A. Identify those who took part in evaluation.Teachers who took part in the evaluation fall into threecategories' project teachers, other teachere and goatultteachers.
Projeet teachers are chosen on a percentage basisdecided by the site of each participating town. They areentitled to participate in special all day workshops heldat the Natural Science Center for which the projectassumes the cost of their substitutes. In addition, theirclasses receive a field trip paid for by the project.Staff members visit these classes three times during theyear and work with their teachers as requested.
Oher teachers are all teachers of a particular schoolwho have participated in workshops held for them in eachtown.
.1fLektraLingm have not taken part in either of theabove ac v es.
Project teachers who took part in the evaluation wereall participants in the Spring 1970 workshop. Constraintsof time and staff did not allow for random selection fromthe total group.
2
B. Indicate number, characteristics, and other related in-formation about those included.
A total of 78 project teachers and 26 control teachersresponded to the evaluation prepared by our consultant.Students responded to interest in out-of-doors andnatural science by means of a topical selection forwriting a paragraph. Of these 329 were students ofproject teachers and 338 of control teachers.
Staff-prepared instruments were administered to 92project teachers at both the fall and winter workshops.These instruments were also given to 411 teachers whoparticipated in workshops held at individual schools.
(Table 1.)III. Evaluation Process and Sequence
Discussions of elementary science curriculum andevaluation in recent literature are relevant to the evalua-tion design proposed for Project Outdoors. Blackwood andPorter remark that testing may defeat affeotive goals. Ifthe goal is to build interest in the environment but test-ing attempts to measure academic achievement, there isdisjunction between what the child is expected to know andwhat he was supposed to be learning. Atkin discusses thetendenoy to assume that those attributes which we canmeasure are the elements which we consider most important,and points out that worthwhile goals dome first, even thougha single course may provide only a small increment towardlong term effects. Broudy explores the interpretive useof knowledge rather than the traditional applicative use ofknowledge as an essential development in science educationfor the average oitizen. Tyler, in his analyeiq of currentresearch in science education, stresses need for assessmentpertinent to what the teacher is trying to do. Thesefactors were disouneed with Project Outdoors staff in theinitial stage of developing the evaluative instruments forthe project. Bloom and Krathwohl's Taxonomies of EducationalOlgatives were also given consideration. As a rani of thediscussion; use of the Semantic Differential is a piloteffort in the evaluation of environmental education programs.Other measures concerned with attitudinal response andvalue formation were also considered, but could not beutilised because of constraints of time and funding.
The staff-prepared instruments were given in the falland winter at the close of each of the 23 workshops held atindividual schools, and to all those attending the 13 work-shops held at the Natural Science Center.
The consultant-prepared evaluation forms were given to78 project teachers at the spring workshops. The test formsfor 26 control teachers were administered by their principalsat their respective Lehools.
Several factors limit the validity of this assessment.Stated goals imply value formation as well as cognitiveachievement, with the lack of validated evaluative instrumentsfor either cognitive or affective areas of environmentaleducation a problem. The sample is small, and not randomly
3
Fall & Winter Workshop Evaluations
Responses to the Question, "How well did the staff succeed incarr i out the ur ose of this worksho ?"
OutstandingVery GoodAdequatePoor
Total
81243
0
453
a P n er
6820
120
215390
Percent
64110
"13 TO
Responses to the Question, "Were the Activities presented ofbone it to ur teaohi "
Response
OutstandingVery GoodAdequatePoor
Total
FaFrequency
2675
w n erPercent Freauenoy Percent
1466182
184915
1
22
5918
1
31U TO `S i3b
Responses to the Question, "How did this in-service workshop comparee e r u e ta is
I
Aeoponse Er eauenqy
Outstandinglt91Very Good
Adequate 32Poor 3
a nterPercent Freauency Percent
276210
1
274350
3657
0
Total 314 10-6 TO
Table 1
4
selected, due to lack of time and personnel needed to conducta more controlled investigation. Especially for assessmentof attitude, larger samples more carefully selected would bedesirable. Nevertheless, the results of this study providea positive indication of the potential of Project Outdoorsfor meeting its objectives.
IV. presentation of Results
Since workshops have been such an important part ofour program, they appear under each of our four objectivesas an indication of how we are carrying them out. Dataobtained from the responses to staff-prepared instrumentsfor fall and winter workshop evaluations are presented onTRble 1. Project Outdoors was consistently rated "Very Good"by a majority of participants on the three questions asked.
Objectives 1 and 3 included the use of kits. Therewere 84 kits covering 6 different subjects. It was im-possible to compile complete data on the use of these kits.Distribution centers informed us that kits signed out byone teacher would be used by many teachers in her buildingbefore they were returned. However, the following is apartial indication of their use. These are partial figuresfor four towns having access to 54 kits.
BirdsSubAeotROA of (Ts UetngThIM
1
Earth Soienoe 74Forest Community 63Inseots & Allies 50Plants 76Pond 54
Table 2.
Content achievement relative to objectives 1 and 2was assessed through unto of a 15 item multiple choice in-strument (See appendix). Scores ranged from 8 to 15 forboth Project and Control teachers, with a mean score of12.1 for Project teachers and 11.3 for Control teachers.An item analysis for each question provides further infor-mation.
1,2.
45.6.
7.8.
9410.11.12,13,14.15.
Achievement Test Item Analysis
Total Number of Correct Responses/Item
Project Teachers Control TeachersN = 78 N = 26 (x3)M m 12.1 M = 11.3
64 5771 757277
7878
6875
8 6352 4250 4565 ?2
1;7 876 7549 3955 36
?? 60
Table 3.
Elimination of test items for which both groups hadover 70 responding correctly out of a possible 78 leavesone item, #9, on which Prcleot teachers responded incorrectlymuch more often than the Control group. This item isconcerned with the source of oxygen supply in the air, andapparently needs more emphasis in workshop discussion. Theitem on which Project teachers scored lowest was #11, whichalso had poor response from Control teachers. This itemis concerned with the watershed concept. On the other hand,Project teachers scored correctly significantly more oftenon six of the fifteen test items. #1, 7, 10, 13, 14, and 15,These are concerned with the importance of wilderness areasto man, the food chain, the water cycle, over-population,predation, and the woodlands. This illustrates the effeotive-nese of Project Outdoors workshops' emphasis on teacherawareness and understanding of the environment, a necessarybasis for environmental education in the school curriculum.
The input of Project Outdoors workshops on teachersis further assessed through sections D E, and H on theTeacher Interest Inventory (See appendix), Tables 4 and5 are a presentation of response to question D, "Have youhad sufficient background in natural soience to enable youto make effective use of the outdoors with your classes?",oross- tabulated with background in natural science. (SeeTable 4 for Project and Table 3 for Control). Examinationof the tables for the Project and for the Control groupshows that the majority of teachers continue to lackconfidence, whatever their background.
6
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Section E on the Teacher Inventory deals with use ofenvironmental topics with the class. Tables 6 and 7illustrate the impact of Project Outdoors in this area, withthe relatively high value of the Contingency Coefficient onthe experimental table confirming the significance. (SeeTable 6 for Project and Table 7 for Control.)
The question of frequenoy of the outdoor learningexperience for the class is covered in Section H. Rawscores in this tabulation are as followsi
Frequency of Outdoor Experience
Number of Trips Reported by Teachers
Project Outdoors Control TeachersN = 78 N = 26
Once/week 2
Once/month 23 3
Once /year 39 12
Only by 10Pre-arrangement
Never 2
Table 8
7
4
Control group raw scores may be tripled to equate them withProject scores. It is noteworthy that only in the "Pre-arranged" and 'Never" categories do the control scores thensurpass the Project scores.
Attitudinal assessment is based on a semanticdifferential developed for this evaluation (See appendix).The nature of more enlightened value statements must beconsidered in interpretation of response. The extent ofone's experience with ponds and trees and foxes affectsone's perceptions both positively and negatively. We areinterested in observing whether there are significantdifferences in the overall attitudes of the Project andthe Control teachers, not on what the specific attitudinalscores are. The Contingency Coefficients listed in Table 9are based on cross- tabulation of attitudinal response onthe selected environmental topics with certain backgroundmeasures. These include several associated with innovationadoption in the research literature. (See Campbell, Insko,Rogers.)
Cros tabulation of Attitudinal Roe onsewith Bashground Measures
Project Teachers ControlProject Teachers Control Teachers
N = 78 N = 26
Contingency Coefficient
Pond with Nat. Sci. Background .2797 .3628
Fox with Nat.Sci. Background .2275 .3742
Tree with Nat.Sci. Background .2736 .4323
Pond with No. of Magazinessubscribed to
.3482 .6866
Fox with No. of Magazines .3808 .5109
Tree with No. of Magazines .2616 .5309
Pond with No. of Organizationsmembership in
.1905 .3309
Fox with No. of Organizations .2785 .3713
Tree with No. of Organizations .2838 .2931
Table 9
Items from 38 cross-tabulations of the backgroundvariables with the attitudinal response items show higher:contingency coefficients for the control group, with 5cross-tabulations showing lower contingency coefficientsfor the control group. Data on all of the cross tabulationsare on file.
These scores show stronger evidence for interdependenceof variables in the control group. The inference can bemade that Project Outdoors experience has provided an addeddimension for attitude formation that alters the relation-ship of the variables. This is on the receiving level ofattitudinal impact. (Krathwohl) The semantic differentialdoes not make a more specific conclusion possible. Itshould be noted that an Interest Inventory on the respondinglevel and a Preference Selection on the value formationlevel were discussed for both teacher and student assessment;but could not be incllded in this study because of constraintsof time and funding.
Teacher interest in further knowledge is covered bysections B, C, r; and G on the Teacher Interest Inventory(See appendix). In response to B, 29 Project Outdoorsteachers and 10 Control teachers plan to take anothernatural science course.
12
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Tables 10 and 11 are cross-tabulations of contentchoice (F) for a natural science workshop with studypreference (C). This illustrates a preference for ProjectOutdoors workshops among both Project and Control teachers,with greatest interest indicated in teaching methodolvgyand in understanding of environmental subjects.
Tables 12 and 13 are cross-tabulations of assistancechoice (G) in utilization of an outdoor area on a schoolsite with study preference (C). For this kind of assistanceProject Outdoors is again the choice of the greatestnumber in both groups, with need for material and equipmentthe primary concern of both groups.
Assessment of student impact is based on a singlemeasure, designed to probe student interest in environmentaltopics. The list of topics was presented to the classesfor their free selection in writing a paragraph. Nomention of Project Outdoors was made. The results areas follower
Topical Selection as Measure of Student Impact
Topic
Project StudentsN = 329
Control StudentsN = 338
TV 49 64Bikes 61 63Litter 95 57Parades 28 28Woodlands 48 65Ponds 58 61
Table 14
'There is more than a chance selection of the topic "Litter",indicating some impact from Project Outdoors in this area.
Again, additional measures' of student impact werediscussed and set aside for the same reasons. Instrumentsconsidered include a modified Learning EnvironmentInventroy (Walberg) and a modified Science ProcessInventory (Welch), both adapted for upper elementary school.Attitudinal assessments would also be appropriate withstudents.
V. Analysis and ConclusionsFor the analysis of the data; see Section IV.
In summary, there has been appreciable progresstowards Project Outdoors' goals. Project teachers achievedsignificantly higher cognitive scores on 6 out of 15 testitems, and a lower score on only 1 item. Project teachers
do not express any greater confidence in their backgroundfor use of the outdoors (Tables 4 and 5), but they doutilize environmental topics with their olasses to asignificantly greater extent (Tables 6 and 7). They alsotake their classes out-of-doors for a learning experiencemore frequently (Table 8).
The Semantic Differential demonstrated that on thereceiving level of attitudinal impact, Project Outdoors didprovide an effeotive variable. This indicates a possibleavenue for further study of affective learnings, an areagreatly in need of applied research.
Teachers interested in further knowledge express morepreference for Project Outdoors for content workshops andfor site assistance. They identify teaching methodologyand understanding of concepts as primary content concerns,and the need for materials and equipment as a first choicefor site assistance.
A single measure of student impact demonstrated thatat least on the topic of litter, children in Projectclassrooms are more concerned.
The programs developed by the Project have indeedbeen successful with the teachers and students they havereached. A good thing has been started in the center,with potential for greater impact in the area of environmentaleducation if the needed support for growth is provided.
BIBLIOGRAPHY
Atkins J. Myron. "Behavioral Objectives in CurriculumDesign: A Cautionery Note", The Science Teacher;Vol.35, No.5, May 1968.
Blackwood, Paul E., and T. R. Porter. "How to EvaluateScience Learning in the Elementary School", NSTAInstructional Aid Bulletin Mill.
Bloom, Benjamin. A Taxonomy of Education Ob ectives:Cognitive Domain, N. Y.: Davy McKay Co., 195 .
Broudy, Harry .S. "Science and Human Values", The ScienceTeacher, Vol.36, No.3, March 1969.
Campbell, H. L. "Factors Related to Differential Use ofInformation Sources", M.S. Thesis, Iowa StateUniversity, Ames, 1959.
Insko, C. A. Theories of Attitude Change. New York:Appleton, Century Croft, 1967.
Krathwohl, David R. Taxonomy of Educational Objectives:Affective Domain, New York: David McKay Co., 1964.
Rogers, E. M. Diffusion of Innovations. New York: TheFree Press of Glencoe, 1962.
Tyler, Ralph W. "Analysis of Strengths and Weaknesses inCurrent Research in Science Educations's' JRST, Vol.5,Issue 1, 1968.
Walberg; Herbert J. Learning Environment Inventory,Harvard Project Physics, Cambridge, Massachusetts,1967.
Welch, Wayne. Science Process Inventory, Madison:University of wisTTER 1966.
70
APPENDIX
PROJECT OUTDOORS
Achievement Test
Please answer each one of the following statements by circling theproper letter. ILypu feel that more than one answer may be correct,choose the b est answer. P ease answer all the quest ons.
1. Wilderness areas are important to man
a) to provide recreation areas.b) to provide natural resources for man's use.c) to provide habitats for many living things.d) all of the above.
2. The plant population of a forest
a) is not affected by animal activity.b) is determined mainly by animal activity.c) may change over a period of time because of animal activity.d) does not change.
3. The floor of a forest consists of
a useless old plant material.b decaying leaves.c last year's fallen leaves and branches.d a thriving community of small plant and animal life.
4. Scientists believe that events in the natural world are
a) always interrelated.b) under man's control.o) less important than technology.d) of minor concern for human existence.
5. Minerals are freed from dead plant material through the process of
a ohlorophyll.b succession.o decay.d photosynthesis.
6. In order to manufacture their own food, plants must have
a wind and rain.b sunshine and chlorophyll.o carbon dioxide and water.d both b and o.
7. Which of the following is the best example of a food chain?
a sunlight, duckweed, duck,b sunlight, wheat, flour, bread.o grass, mouse, fox, bacteria.d cactus, moose, hawk.
_
Acheivement Test - page 2 Project Outdoors, 269 Oak Grove St.Manchester, Conn.
8. Plants provide man with
a) all his food ultimately.b) all his oxygen practically.0) neither.d) both
9. The oxygen supply in the air is maintained by
a) reaction from electrical storms.b) action of the wind.o) green plants.d) ncne of the above.
10. The water cycle is greatly influenced by
a) replacing forest and fields with buildings and pavement.b) man's attempts to seed clouds for rain.c) after-effects of atomic explosions.d) none of the above.
11. A watershed is
a) a building by a stream where there is a water wheel for power.b a land area drained by a river system.c a well with a roof over it.d forest surrounding a'reservoir.
12. When man changes the environment to meet his own needs
a) the effects on other living things are not important in termsof man's survival.
b) animal life can simply move on to another similar area.o) he is affecting a vast system of interrelationships of which
he is a part.d) it will inherently be for the benefit of future generations.
13. The most serious threat to man's existence on earth is
a overpopulation.b air pollution.o lack of nutritious food.d water pollution.
14. Predation on wild rabbit° is needed because
a it increases the number of predators.b it limits the site of the rabbit population.o it allows predators such as foxes and hawks to survive.d none of the above, - predation is not needed.
15. Which of the following statements is true?
a any plant can grow in any soil.b trees do not affect the temperature of the forest.o a great deal of moisture in the air comes from trees.d the only way to identify a tree is by its leaves.
PROJECT OUTDOORS
Semantic differential on attitudes towards natural environment.
For each topic listed, there is a set of antonyms with fivs possibledegrees of reaction. This is not a test of knowledge, but a check onopinion regarding these topics. It is important to answer rapidly bychecking the space that best describes how you feel.
Tonic
Fox
Degrees
Very Somewhat Neither Somewhat Very
Harmful Helpful
Interesting Dull
Dangerous Safe
Pretty Ugly
Enjoyable Irritating
Clean Dirty
Worthless Valuable
Survival Death
Important Trivial
Messy Neat
PROJECT OUTDOORS
Semantic differential on attitudes towards natural environment.
For each topic listed, there is a set of antonyms with 'Ave possibledegrees of reaction. This is not a test of knowledge, but a check onopinion regarding these topics. It is important to answer rapidly bychecking the space that best describes how you feel.
2a19. Degrees
Very Somewhat Neither Somewhat VeryPond
Harmful Helpful
Interesting Dull
Dangerous SafeOwsIy.MOI
Pretty Ugly
Enjoyable Irritating
Clean Dirty
Worthless Valuable
Survival Death
Important Trivial
Mosey Neat.MM. 01/111111~
PROJECT OUTDOORS
Semantic differential on attitudes towards natural environment.
For each topic listed, there is a set of antonyms with five possibledegrees of reaction. This is not a test of knowledge, but a check onopinion regarding these topics. It is important to answer rapidly bychecking the space that best describes how you feel.
Topic DegreesVery Somewhat Neither Somewhat Very
Tree
Harmful Helpful
Interesting Dull
Dangerous Safe
Pretty Ugly
Enjoyable Irritating
Clean Dirty
Worthless Valuable
Survival Death
Important Trivial
Messy Neat
PROJECT OUTDOORS
Teacher Interest Inventory
Each of the following questions can be answered by checking either the"Yes" or "No" column on the right hand side of the page. Your candidresponses will be helpful in planning future workshops.
A. Have you studied natural science concepts
1. in college courses (undergraduate)
2. in graduate courses while teaching
3. in Project Outdoors workshops
4. in other in-service workshops
5. through other agencies
-B. 6. Do you intend to take another natural sciencecourse?
Yes No
liwolamomr.0
111=11
C. If you had it to do all over again, would you study naturalscience for classroom teacher use
7. in graduate courses 0440
8. in Project Outdoors workshops. oo OOOO .114111 OOOOO 44444 O.
9. in other in-service workshops
10. through other agencies... ............ OOOOO 611$011041110O
11. not at all.................. OOOOO 000000000000
D. 12. Have you had a sufficient background in naturalsoience to enable you to make effective use of theoutdoors with your clasoes?.. SSOOOSOOOSSO.4110111OOGOIDO
E. Have you used environmental topics with your class
13. for current events in social studies
14. for bulletin board displays. 011000011414#11411110,11, 00000
15. for art lOssonse...................... 00000
16. for ecology field trips. ............. 0000000 011$4,100
Teacher Interest Inventory - page 2
F. Check two of these subjects that you would prefer to haveemphasrgd at a natural science workshop
18. Concepts
19. Skills(use of microscope, etc)
20. Teaching methods
21. Resource materials
22. Your personal understanding of environmentalsubjects
O. What type of assistance would be most valuable to you inutilizing an outdoor area at your school? (check Sm2)
23. Planning the lessons
24. School site study/development OOOOOOO 44611 OOOOOOO O
25. Library resources
26. Specialists and consultants
27. Materials and equipment
Yes No
0110 41111.
H. Now often do you take your class outdoors for a learningactivity in any subject area? (Not only science) (Check one)
28. Once per week or oftener(weather permitting)..
29. Once per week to once per month.. 1041004 OOO OOOOOO 00
30. Once or twice in the course of the school year......
31. Only for pre-arranged field trips... OOOO OO 11100110.41100
32. Never. OOOOOOOOOOSOO OOOOOO 40114 OOOOO 1100$040OOPOOOOO440
NMI
PROJECT OUTDOORS
Optional Personal Questionnaire
Would you tell us a little about yourself?
33.Number of magazines you subscribe tot
34.Do you drive a
0 - 23 - 56 - 910+
station wagonsedansports carconvertible
35. Number of beat sellers read during the past yeari
o -1 - 2
5
36. Number of associations /organizations /clubs you belong to.
Have you ever supported a cause by
3 ?. writing your congressman?
38. campaigning?
39. demonstration?
40 financial contribution
II
0 - 23 - 5-6 - 910 +
Yes Nomimmommi
I I arr.I II
PROJECT OUTDOORS
Student interest inventory'
In order to assess the classroom outcome of Project
Outdoors, we would like the students to write a paragraph
on the topic of their own choice selected from the
following lists
a. Bicycles
b. Litter
c. Parades
d. Ponds
e. A Television Program
f. Woodlands
The measure that we want is how many students select
each topic. Do not tell them that it is for Project
Outdoors, or that it has anything to do with their science
lessons. The selection should reflect their own personal
interests, for a writing exercise.
Thank you for your cooperition.
PRUDENCE CRANDALL SCHOOLThompsonville, Connecticut 06082
Dennis W. BalsewiczPrincipal
May 9, 1970
Dear Mrs. Newton,
I wish to thank you and your staff for the excitingand very informative day spent with you on May 8. As ateacher interested in Ecological and Conservation Educa-tion, I found it most helpful to talk with you, learningof resource materials and discussing goals and philosophyof outdoor education. My observations in the field, bothin the morning and afternoon were most helpful. I'm fear-fully jealous as I wish I taught in your area and could takeadvantage of your resources.
I hope your project continues to prosper. In timeslike ours, when outdoor education is crucial in order todevelop an appreciation for and understanding of the environ-ment, Project Outdoors is especially valuable.
Many thanks,
Connie Norris
PRUDENCE CRANDALL SCHOOLThompsonville, Connecticut 06082
Dennis W. BalsewiczPrincipal
May 20, 1970
Mrs. Marie B. NewtonProject OutdoorsNatural Science Center269 Oak Grove StreetManchester, Connecticut 06040
Dear Mrs. Newton,
Thank you for my informative and enjoyable day at ProjectOutdoors. I am so glad I made time to go, and wish I had doneit over a year ago when I first heard of it.
What a wonderful job you and your associates are doing.It would seem to me that for a child to make even one trip tosuch a center, would so influence his feelings, and sharpen hismethod of observation, that he could never again become thought-less or destructive.
I especially noticed the matter-of-fact, low key method ofiiatruotion - - - the "more is caught than is taught" philosophy.
Your advice concerning charts, books and materials will beuseful to me and my future classes.
I shall pass on the word of what you are doing, and hopethat others will go and see the fine things going on there, andhopefully work toward more of this kind of experience for allschool children.
Please give my thanks to Miss Maynard and Mrs. Sutliff.,and again many thanks to you.
Sincerely yours,
Edit; Houghton(Mrs. James T.)
