1. Leading Effective Fieldtrips: Using Aquariums to Teach Secondary Students Form and Function Megan Ennes – Informal Educator and EVS Graduate Student Dennis S. Kubasko, Jr. – Associate Professor, School of Education University of North Carolina Wilmington

2. Why are Fieldtrips Important? They Offer: Novelty Hands on Experience Inquiry-based Learning

3. Changing Educational Practices North Carolina Standard Course of Study End of Grade/Course Testing No Child Left Behind

4. How to Make Fieldtrips More Effective Collaboration between teachers and informal science educators Teacher workshops Pre- and Post-visit activities

5. Research Question Do pre- and post-visit activities make fieldtrips more effective by promoting knowledge acquisition and retention?

6. The Participants Total Students13 Female:10 Male:3 Age: 15:8 16:3 17:2 18:0 Total Students13 Female:7 Male:6 Age: 15:6 16:5 17:1 18:1 Control GroupExperimental Group

7. Materials Pre- and Post-Tests Teacher Packet: Introduction to the Aquarium Pre-Visit Activities On-Site Activities Post-Visit Activities Supplemental Worksheets

8. Procedural Timeline MaterialActivityLocationTime Frame 1Pre-TestHigh School1 Week Prior 2IntroductionHigh SchoolDay 1 3Pre-Visit ActivitiesHigh SchoolDay 1 4On-Site ActivitiesHigh SchoolDay 2 4On-Site ActivitiesAquariumDay 3 5Post-Visit ActivitiesHigh SchoolDay 4-5 6Post-Test 1High SchoolDay 8 7Post-Test 2High SchoolDay 35

9. Pre- and Post-Tests Pre-Test Tests for Prior Knowledge Post-Test 1 Tests for Acquisition of Knowledge Opinion-based Questions for Evaluation Post-Test 2 Tests for Retention

10. Pre-Visit Activities These Include: An Electronic Presentation Containing an Introduction to Coral ReefsCoral Reefs A Vocabulary List to Supplement the Introduction There are Two Formats Teacher Directed Student Centered

11. Pre-Visit Activities (Cont) Teacher Directed: Coral Reef Electronic Presentation

12. On-Site Activities These Include: An electronic presentation that introduces form versus function A “Create a Fish” Activity Student observations of the fishes in the tanks

13. On-Site - Activity 1 Due to time constraints onsite activity 1 took place at the high school Form Versus Function Form Versus Function Electronic Presentation “Create a Fish” Activity

15. Student Examples

16. On-Site - Activity 2 On-site at the NC Aquarium at Fort Fisher Fish observations Each student Selected 3 Fishes Sketched and Observed the Fishes Answered Questions on a Worksheet about each Fish

17. Student Examples

19. Post-Visit Activities There are Two Options: Write a Scientific Paper Honors or AP Classes Can collaborate with interdisciplinary subjects (such as English classes) Create an Electronic Presentation On-level classes or classes with time restrictions Covers the SCOS goals Allows students to practice their public speaking skills

20. Post-Visit Activities Electronic Presentation Including: 3 Facts about Coral and Coral Reefs Explain Form Versus Function 1 Section: Mouth Shape, Body Shape or Tail Shape 3 Fishes They Observed at the Aquarium 3 Images Found on the Internet

21. Post-Visit Activities (Cont) Share Their Electronic Presentations with the Class Practice Their Public Speaking Skills

22. Supplemental Worksheets These Include: All the Worksheets Needed for Each Activity Fish Fact Sheets

23. Post-Tests The First Post-Test was Given 5 Days After the Fieldtrip It Included Opinion-based Questions for Evaluation The Second Post-Test was Given 30 Days After the Field Trip

24. Conclusions Both Classes Showed Improvement The Experimental Class had a Greater Overall Improvement This Suggests that Pre- and Post-Visit Activities are Helpful Both Classes Improved Between Post-Tests This Could be Due to Content Review in Class This Suggests Retention

25. Anecdotal Evidence Student Behavior Changes More On-track Behavior Participating in Field-Trip Activities

26. Recommendations Always include Pre- and Post-Visit Activities Use your local resources! Encourage formal educators to collaborate with educators at Informal Science Settings