Data shown here was based on a summary of the responses to a questionnaire administered to the TEEMS science students in April 1999 after they had completed the Summer Institute, as well as the middle and high school internships. A scale of 1 to 7 (1 being low, and 7 being high) was used to solicit the opinions of the TEEMS students on each of the items. No interpretation is included in this assessment. Data is based on the responses of 19 students who represent all of the TEEMS interns in the class of 1999.
Semester Assessments
TEEMS was organized into three phases including the Summer Institute, the Middle School Internship, and the High School Internship. An overall assessment of the TEEMS program is also shown in the graph below.
Reflective Experiences
A number of cognitive tools were used to enable TEEMS students to reflect on their experiences. Using the constructivist argument that knowledge is constructed by the learner, cognitive tools that help learners reflect on their growth and development become important. It is interesting to note that TEEMS students rated using the Web site bulletin board higher than keeping a journal. Both of these tools are powerful reflective thinking processes.
Technology Experiences
The Internet was an important communication and development tool in the TEEMS program. Following is data showing how TEEMS students evaluated some of the technology components. Implementing technology in the middle school internship was rated lowest of the all the items, while participating in the TEEMS Internet-based bulletin board and the development of a website and the completion of a technology project in the Spring Semester were rated highest.
Pedagogical Knowledge Development
The data shown below represent assessments of each of five six pedagogical knowledge areas (e.g. planning, instruction, evaluation, management, science knowledge, and professionalism). Interns were asked to assess what they thought their competency level was on each of the items prior to the program, and what they felt their assessment was after the Internships. Growth was shown in each of the areas, with the greatest growth in the area of evaluation. Why?
Teaching Strategies
Five teaching functions were assessed. TEEMS students felt most comfortable using cooperative learning and presentation competencies. However, the differences across the five strategies ranges only from 5.9 to 6.2.
Pedagogical Activities
A variety of projects were used to engage TEEMS students in the development of a variety of pedagogical strategies and competencies. The highest rated "project" was the development of the professional portfolio, while the Windows project was rated the lowest. Huh? Why do you suppose?
Content Backgrounds of TEEMS Students
The majority of TEEMS students entered the program with a bachelor's degree in biology or chemistry. As can be seen in the graph of content backgrounds, four other areas were also represented.
Comments? Suggestions? Ideas? Contact Dr. Jack Hassard, Dept. MSIT, Georgia State University, Atlanta, GA 30303