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Abstract Detail

Teaching Section

Bush, Catherine [1], Jones, Leslie [2], Enderle, Patrick [3].

Botany Boot Camp 2012: Teaching Teachers in South Georgia.

Beginning in the 2012-2013 school year, student performance in science in the elementary and middle school grades in Georgia will be part of the requirements for Adequate Yearly Progress (AYP). The rational for this change indicates that preparation for the four years of science required in high school must begin in the earlier grade levels. Professional learning for teachers, especially in grades K-5, had to expand to meet this new criterion immediately. Our funded Teacher Quality Grant entitled "Botany Boot Camp" covered major arching scientific principles such as diversity, classification, structure/function, evolution, genetics, conservation, and life/nutrient cycles, employing plants as a unifying theme. Botanical knowledge is often not as extensively covered in teacher preparation courses but it is a perfect vehicle to study important aspects of science. Our goal was to greatly increase Pedagogical Content Knowledge of the participants, using inquiry-based teaching that can be directly incorporated into the classroom. We had 22 K-12 teachers representing three counties in south Georgia ("High-Needs" LEA Brooks County as well as Lowndes and Tift County). The week-long workshop ran from June 13-17, 2011 and four follow-up day trips (including Jekyll Island, Okefenokee National Wildlife Refuge, Torreya State Park and Apalachicola National Forest) took place in the 2011-2012 school year.

Broader Impacts:

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1 - Valdosta State University, Biology, 1500 N. Patterson St. , Valdosta, GA, 31698, USA
2 - Valdosta State University, Biology, 1500 N. Patterson St. , Valdosta, GA, 31698
3 - Florida State University, C4600 University Center, Tallahassee, FL, 32306

Pedagogical Content Knowledge
Teacher Quality Grant
inquiry-based learning.

Presentation Type: Oral Paper:Papers for Sections
Session: 39
Location: Delaware A/Hyatt
Date: Tuesday, July 10th, 2012
Time: 2:15 PM
Number: 39004
Abstract ID:468

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