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Ed 100 122 Title Institution Spons Agency Report No DOCUMENT RESUME ED 100 122 EC 071 063 AUTHOR Steele, Joe M. TITLE Me and My Environment Formative Evaluation Report 3. Design and Revision, Data Collection and Portrayal. INSTITUTION Biological Sciences Curriculum Study, Boulder, Colo. SPONS AGENCY Bureau of Education for the Handicapped (DREW /OE), Washington, D.C. REPORT NO 1520-75 PUB DATE 74 GRANT 0EG-0-9-152075-3720(032) NOTE 55p.; For additional information, see ED 087 190 and 191 EDRS PRICE MF-$0.75 HC-$3.15 PLUS POSTAGE DESCRIPTORS Adolescents; Biology; *Case Studies; Curriculum Design; *Curriculum Evaluation; Ecology; *Educable Mentally Handicapped; *Envifonmental Influences; Exceptional Child Education; *Instructional Materials; Mentally Handicapped; Statistical Data; Student Characteristics; Teaching Methods IDENTIFIERS Me and My Environment ABSTRACT The third in a series of evaluative reports on nMe and My Environments, a group-centered biological sciences program for educable mentally handicapped (EMH) adolescents, provides information about the curriculum design, the analysis and revision of curriculum materials, the gathering and processing of field test data, and a comparison of two representative seventh grade classrooms which were part of the field test. In a section on curriculum design, the rationale for selecting and organizing curriculum content is discussed; the program is traced from design to material development; and curriculum design theories and underlying assumptions are explained. Analysis and revision of curriculum materials is considered in relation to activities such as content reviews by experts and by staff members and a matrix analysis to determine emphasis on curricular components such as environmental themes and problem-solving skills. Described are problems, concerns, and costs of collecting and processing data (from field-test classes, teachers, students, and observers) to be used in evaluating curriculum effectiveness. Contrasted in a case study of the two classes are variables influencing effective use of the science curriculum such as classroom climate, student/teacher interaction, and teaching approaches that stress learning versus approaches that emphasize student behavior. Included are many photograpas, charts, and graphs. (LH) I.Aw t NT of HI At TH t UUt At ION A Alr If .Ni NATIONAL INSTITuTI of 1 Doc A ION 1.1 1 .1 Me and My. .. .r r t 6/ ..t k ; %.% BEST COPY AVAILABLE Environment % % . I % % %I ktiIf esign and revision, FORMATIVE data collection EVALUATION REPORT and portrayal September 1974 Prepared by Joe M. Steele BIOLOGICAL SCIENCES CURRICULUM STUDY 7.. 41A '16 41i, r "1. ttmi.ION re'igin1r,111)1 F 1ER., GoPy RIGHTED MATFFRAT HASETFEN GRANTED BY B o log ica I ScOr.k'.CS CurRR 4_ 11l um Study - TO ANDORGANIZATIONS' OPERATtN1, UNDER AGREEMENTS WITH THENATIONAL IN ST1TUTE OF EDUCATION Euft THEM1 EPRO DUCTION OUTSIDE THE ERISYSTEM RE WIRES PERMISSION OFTHE COPYRIGHT OWNER CONTENTS The Context for This Report 2 The Curriculum 2 The Evaluation 2 The Content of Report 3 3 PART I. CURRICULUM DESIGN Rationale for Organization of Curriculum Content 4 Defining Content 4 The Beginnings of Content and Rationale 4 From Design to Materials 6 The Sequence of Events 6 Initiating a Writing Conference 6 Modifications in Content and Organization 8 Curriculum Design Considerations 9 Theory and Planning 9 Assumptions PART II. ANALYSIS AND REVISION OF MATERIALS Content Reviews by Experts 11 Goal Free Evaluation 14 Staff Reviews 17 A Matrix Analysis of the Curriculum 19 Environmental Themes 20 Inquiry Skills 21 Other Developmental Abilities22 ProbiemSolvinv Skills 23 Variety of Student Involvement 24 FicvisionsKinds and Degrees 25 The Evolution of a Unit of Instruction 25 The Nature of Changes 27 Examples of Changes in Activities 27 PART III. THE GATHERING AND PROCESSING OF DATA The Collection of Data 30 Data Collected from Field-Test Classes 32 Data from Teachers, Students, and Observers 33 Organizational Procedures and Decision Criteria 39 PART IV. PORTRAYAL OF REALITY The Case of the Sugar Classroom Versus the Medicine Classroom 42 The Classroom Settings 42 The Students 43 Science in the Sugar Classroom 44 Science in the Medicine Classroom 44 Generalizations about the Sugar Classroom 47 Generalizations about the Medicine Classroom 47 Further Comparisons 47 JudgmentsData Payoffs and Tradeoffs 50 BSCS Staff 53 ME AND MY ENVIRONMENT Acknowledgments and Credits 53 FieldTest Teachers 53 ME AND MY ENVIRONMENT FORMATIVE EVALUATION REPORT The research reported herein was performed pursuant to a grant with the Bureau of Education for the Handicapped, U. S. Office of Education, Department of Health, Education, and Welfare. Contractors undertaking such projects under government sponsorship are encouraged to exoress freely their professional judgment in the conduct of the project. Points of view or opinions stated do not, therefore, neces- sarily represent the official position of the Bureau of Education for the Handicapped. ProjeCt No. 1520-75 (Continuation ) Grant No. 0EG-0.9-152075-3720(032) Department of Health, Education, and Welfare U. S. Office of Education Bureau of Education for the Handicapped Copyright 1974 by the Biological Sciences Curriculum Study. All rights reserved. 1 two or more different senses of the students. Some of these materials, in addition to ecience equipment in the kit, include 35 mm slides, filmstrips, cassette tapes, individual student worksheets, games, posters, study cards, wall charts, illustrated booklets, and evaluative devices. The program makes use of a 35 mm slide projector and an overhead projector. It also !las tested the student.' direct involvement with a Polarome camera and a cassette tape recorder. The serious reader of this report will likely have reviewed, or have access to, the teacher's manuals for ME AND MY ENVIRONMENT. For that reason, information on the curricu- lum objectives, science content, and skill development will not be described here. (Refer to the front material in any unit of the manuals for this information.) The development of this project and its evaluation are based upon several years of experience in developing and field- testing ME NOW, a life science curriculum for 11- to anii11111111c WS& 13-year-old EMH children.1 The ME NOW program and the first year of ME AND MY ENVIRONMENT are available from Hubbard Scientific Company, Box 105, Northbrook, Illinois 60062. Several evaluation reports on these programs have been prepared.2 The Evaluation The development and evaluationof ME AND 11,Pv ENVIRONMENT began in1971 andisexpected to be the completed early in 1976. (The fir:two-year sequenceUnits 1, II, and 111have been released for commercial publication.) A large number of evaluative studies have been conducted and context are being utilized in the curriculum's revision. All materials except Units II and V will have been through two complete field tests and two revisions by the time of their release in their third version for commercial pi oduction. foi Because the evaluation effort for this program is truly formativean assessment designed to inform revision the information gathered is utilized at once by the developers whe.iever the material that has been tested is revised. One this might thilk, therefore, that there is little point ii preparing formal reports. Yet the experience gained and some of the outcomes of the evaluation have been four% to have value to report q4 other audiences. Such results are judged not only worth preserving, but also of a sufficiently general application that thetimeliness of reporting becomes a concern.It seems unreasonable, therefore, to delay publicaticn of an evaluative The Curriculum report until the end of the project. ME AND MY ENVIRONMENT isa three-yearlife 1ME NCW, LICE SCIENCES: A SPECIAL EDUCATION sciences program de .loped specifically for 13- to 16-year-old PROGRAM, Bk.logical Sciences Curriculum Study, 1972. educable mentally handicapped (EMH) children. Its develop- ment and assessment, the actual materials and their use in the classroom, the approaches to data collection, and the student 2Jarnes T. Robinson and Richard R. Tolman. A Formative outcomes all merit evaluative study. Such activities mignt best Evaluation of ME NOW, Unit I, Digestion and Circulation. be viewed in the context of the three-year timeline for the Boulder, Colorado: Biological Sciences Curriculum St'.dy. development, testing, and final commercial release of the first September 1970. 97 pp. (ED 043182) two-year sequence (Units I-111) the program. So that ME AND MY ENVIRONMENT could be used in Richard R. Tolman. A Formative Evaluation of ME NOW. special education classes as soon as possible, the field trials Life Sciences for the Educable Mentally Handicapped, Findl were designed to overlap; two complete field tests of the Report. Boulder, Colorado: Biological Sciences Curriculum materials were accomplished in three school years. Study. December 1972. 305 pp. (ED 071263) The materials fo: ME AND MY ENVIRONMENT include a series of teacher's manuals that suggest specific teaching Joe M. Steele. Arranging Field Tests: Characteristics of Sites strategiesfor each activity. Also includedisa kit of all and Students. ME AND MY ENVIRONMENT formative equipment, media, and supplies not usually available in special Evaluation Report 1. Boulder, Colorado: Biological Sciences education classrooms that are required for the instructional Curriculum Study. June 1973.29 pp. (ED 087190) program. There is no student text, for the program i. designed around activities that are conducted by
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