Model My Watershed - Fall 2012 Summative Evaluation Phase I

In 2009, NSF funded development of Model My Watershed (MMW), a place-based, watershed cyber-modeling tool for middle and high school students and teachers. The online learning tool encourages students to investigate their neighborhoods and use scientific reasoning with real-world decision-making models similar to those used by STEM professionals to simulate systems and analyze processes. The project also sought to increase youth interest in possible opportunities in the STEM workforce and to aid in development of knowledge about earth science. This summary represents the first of a two-phase mixed-methods summative evaluation of the MMW learning tools at the conclusion of the development phase. The evaluation employed a quasi-experimental design in one rural Pennsylvania high school, consisting of two classes treated as a control setting using traditional lecture instruction, compared to two classes offered the opportunity for self-directed learning with the MMW tool. To further explore contrast, each pair of classes in the test and control groups consisted of one basic science class and one college prep class. The curriculum was implemented for three block schedule class periods in Fall 2012 (270 minutes of instruction). To assess outcomes, the evaluators observed the classes, deployed a quantitative survey to assess pre/post attitudes, identity, career disposition, and knowledge gain, and conducted four focus groups with student representatives from each of the test and control classes. The evaluation resulted in the following outcomes: • MMW positively increased knowledge development about watersheds, at least equivalent to that of traditional teaching when students pursued self-directed study during class. MMW also contributed to youth confidence in themselves as scientists, and even their understanding of the problem of the scope of watershed management. The open-ended nature of the exploration within the MMW class was unfamiliar to the students, leading to some challenges that could be overcome with additional scaffolding. Given the strict testing regimes now in place in most schools, contemporary youth may not have practice in self-directed learning. Refinements were recommended for surveys for use in subsequent phases. Further experimentation with blended instructional pedagogies where student self-direction is supplemented with scaffolding or guided inquiry may offer new insights into the value of the software. Based on these results, we believe that further quantitative testing with students, and peer-review by teachers drawn from a more diverse urban/suburban and rural settings will provide new insight into the MMW learning experience.

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