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View Responses of Scouts, Scout Leaders, and Scientists Who Were Scouts

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View Responses of Scouts, Scout Leaders, and Scientists Who Were Scouts ABSTRACT This study of science education in the Boy Scouts of America focused on males with Boy Scout experience. The mixed-methods study topics included: merit badge standards compared with National Science Education Standards, Scout responses to open-ended survey questions, the learning styles of Scouts, a quantitative assessment of science content knowledge acquisition using the Geology merit badge, and a qualitative analysis of interview responses of Scouts, Scout leaders, and scientists who were Scouts. The merit badge requirements of the 121 current merit badges were mapped onto the National Science Education Standards: 103 badges (85.12%) had at least one requirement meeting the National Science Education Standards. In 2007, Scouts earned 1,628,500 merit badges with at least one science requirement, including 72,279 Environmental Science merit badges. ―Camping‖ was the ―favorite thing about Scouts‖ for 54.4% of the boys who completed the survey. When combined with other outdoor activities, what 72.5% of the boys liked best about Boy Scouts involved outdoor activity. The learning styles of Scouts tend to include tactile and/or visual elements. Scouts were more global and integrated than analytical in their thinking patterns; they also had a significant intake element in their learning style. ii Earning a Geology merit badge at any location resulted in a significant gain of content knowledge; the combined treatment groups for all location types had a 9.13% gain in content knowledge. The amount of content knowledge acquired through the merit badge program varied with location; boys earning the Geology merit badge at summer camp or working as a troop with a merit badge counselor tended to acquire more geology content knowledge than boys earning the merit badge at a one-day event. Boys retained the content knowledge learned while earning the merit badge. Scientists, Scout leaders, and Scouts felt that Scouts learned science through participation in the Boy Scout program, both in the merit badge program and also through activities, trips, outdoors, in meetings, and through rank advancement. On an open-ended questionnaire, 75.2% of Scouts reported that doing merit badges helped them do better in school. Scout leaders indicated that the overall Scouting environment introduced boys to science. Scout scientists credited Boy Scouts with providing experiences that interested and/or helped them in their scientific careers. iii Dedicated to my Father In grateful appreciation for his challenge, support, encouragement, and love. iv ACKNOWLEDGEMENTS I would like to thank my husband, Jim Hintz, for his unfailing love, support, prayers, and encouragement. I could not have done this without you. I would like to thank my children, Eden and Paul, for their support and love, for taking on extra responsibilities to help me get through my graduate studies and dissertation, and for their understanding when I missed events or swim meets. I would like to thank my Mom and Dad, Rev. Paul and Anne Sterneman, for their love, prayers, and encouragement. Here is the third installment of your trilogy. I would like to thank my brother, Dr. Thomas B. Sterneman, and my sister, Dr. Ruth Sterneman Julian, for their support, insight, advice, editing, and encouragement. Thank you to: Dr. Barbara Thomson, my advisor. Thank you for always being positive and encouraging, as well as a friend just a phone call away. Dr. Carol Landis. Thank you for encouraging me and challenging me to develop in all areas of education, technology, and presentations, and for your friendship. My Committee Members: Dr. Garry McKenzie, a King Scout from Canada, for his geology and Scouting expertise; Dr. John Harder, for grounding me within challenging sciences; and v Dr. David Haury, for his inquiry expertise. The Scout Councils that provided letters of support for the research. The locations that allowed me to conduct research. The Boy Scout Leaders and Scouts who participated and were committed to this research project. The Scout scientists who participated in the research, Dr. Lonnie G. Thompson, Mr. Sherman Lundy, Dr. Jason Sonnenberg, Dr. Leo Porchia. Ms. Jeni Squiric, my statistician. Thank you for all your statistical knowledge and help. The OSU Graduate School – for providing the Alumni Grant for Graduate Research and Scholarship (AGGRS). This work could not have been completed without the assistance and knowledge of all these people. vi VITA 1976..........................................................................B.S. Biology, Indiana University 1978 .........................................................................M.M. Canadian Theological Seminary 1980..........................................................................M.A. Wayne State University 1980-1982................................................................High School Science Teacher, Heritage Christian School, Indianapolis, IN 1989-1995................................................................ High School Science Teacher, Taylor High School, Katy, TX 2006..........................................................................Student Teacher Supervisor, The Ohio State University 2006-2009.................................................................Graduate Research Associate, The Ohio State University, Byrd Polar Research Center PUBLICATIONS 1. Hintz, R. (2007). Interactive whiteboards and clickers in the classroom. Ohio Media Spectrum, 59(1), 37-38. 2. Hintz, R., Landis, C., Jezek, K. (2007), Geoscience teacher education and professional Development, Eos Trans. AGU, 88(52), Fall Meet. Suppl., Abstract ED44A-06. 3. Hintz, R., Landis, C., (2008), Glacier change investigation for early elementary students, Eos Trans. AGU, 89(53), Fall Meet. Suppl., Abstract ED21B-0612 4. Hintz, R., Thomson, B., (2008), Evaluating Boy Scout geology education, a pilot study, Eos Trans. AGU, 89(53), Fall Meet. Suppl., Abstract ED51A-0548 vii FIELDS OF STUDY Major Field: Education Science Education Minor Field: Research Methods in Human Resources Development viii TABLE OF CONTENTS ABSTRACT ........................................................................................................................ ii DEDICATION……………………………………………………………………………iv ACKNOWLEDGEMENTS ................................................................................................ v VITA ................................................................................................................................. vii LIST OF TABLES .......................................................................................................... xvii LIST OF FIGURES ....................................................................................................... xviii CHAPTERS: 1. INTRODUCTION ......................................................................................................... 1 Scout Oath ................................................................................................... 1 Scout Law ................................................................................................... 1 Outdoor Code .............................................................................................. 1 1.1 Background of the Problem ............................................................................. 2 1.2 Statement of the Problem ................................................................................. 4 1.3 Purpose of the Study ........................................................................................ 4 1.4 Theoretical Framework .................................................................................... 5 1.5 Research Questions .......................................................................................... 8 1.6 Importance of the Study ................................................................................... 9 1.7 Definition of Terms........................................................................................ 11 1.8 Limitations ..................................................................................................... 18 1.9 Delimitations .................................................................................................. 19 ix 2. REVIEW OF THE LITERATURE ............................................................................. 21 2.1 Boy Scouts ..................................................................................................... 21 2.1.1 Boy Scout History ....................................................................................... 21 Origins....................................................................................................... 21 Service....................................................................................................... 22 2.1.2 Boy Scout Organization ............................................................................... 22 2.1.3 Boy Scouts and Science Education ............................................................. 23 Scouts in Science ...................................................................................... 24 Scout Science Activities ........................................................................... 25 Participation .............................................................................................. 26 2.1.4 Boy Scout Leadership ................................................................................. 27 Scouts .......................................................................................................
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