This document summarizes a science and math teaching institute for local teachers and a summer science camp for children. 60 teachers participated in the institute where they learned hands-on, inquiry-based lesson plans. Teachers then implemented these lessons and saw improved student performance and interest in science. Four teachers volunteered at a summer science camp where children engaged in daily science activities and lessons. Surveys found the camp raised children's interest and likelihood to continue science by 20-30%. However, the surveys also showed boys and girls had different mindsets about working hard in science. The institute and camp were successful in positively impacting teachers and students, but more analysis of survey data is needed.

1. Science and Math Links:
Research Based
Teaching Institute
Hin Doan
Pujan Shrestha

2. Introduction
• Science and scientists are
negatively portrayed in modern
society.
• Science is often seen as a hard
and boring subject while
scientists are considered weird,
ugly and lonely.
• Science stereotypes lead to
 lack of interest towards science
subjects
 a lack of scientists in our
growing workforce.
• There needs to be a change of
perception towards science.

3. • Hands on and Inquiry based teaching methods help
dispel popular stereotypes against science.
• These types of teaching methods have been proven
to increase performance and keep students
interested. (Scientific Inquiry: Improved Learning, 2006)

4. Science Institute for
Teachers
60 local teachers participated
Faculty developed lesson plans for hands on and
inquiry based activities, linked to the Virginia SOL’s,
and introduced them to the teachers.
Teacher resources are posted
on The new Science Teacher
website.

5. Teachers went to a local governor school for the
SEMWOW program.
Science Institute provided the teachers with a stipend
and materials for the lesson plans.
Teachers and their students were asked to fill out a pre-
and a post- survey.

7. Jubilee Summer Camp
Four of the teachers from the institute volunteered at
the Jubilee Family Development Center Summer
Science Camp.
Participating children filled out a survey and then took
the DAST test

8. Teachers developed and supervised the activities for
Jubilee.
Each day’s activity was introduced by a presentation
from college faculty.
Children participated different activities each day:
 Bugs
 Bug Habitats
 Five Senses
 Rocks
 Force and Motion

9. DAST!!
Element of
Mystique
Working Alone
Magical Potions
Element of
Danger
Glasses, Wacky hair,
White lab coat
Not Attractive

10. Teachers’ Institute Feedbacks
69.1
74.1
65.5
74.5
0
10
20
30
40
50
60
70
80
90
100
Well-organized Objectives
clarity
Expectations
met
Helpfulness
ProgramExcellencytoTeachers

11. Surveys
Study the influence of Jubilee Science Camp on the
children.
Learn boys and girls’ different perception of their
abilities to study science
Results from surveys:
Students’ interests rose by 20%
They are 30% more likely to continue science
7 students like physics compared to 0 pre-test.

12. Survey results
Students’ opinions on their abilities after Jubilee
Boys do not expect to work hard for good results, while
girls expect to work extra hard for their desired result.
Teachers’ opinion on classroom’s gender discrimination:
30% teachers experienced discrimination as
students.
18% witnessed discrimination in their classrooms.
30% have used different methods to avoid
discrimination.

13. Limitations and recommendations
Time constraints affected DAST post-test.
Recommendations:
Ask for names for future surveys
Consider the age factor for teachers’ surveys

14. Conclusion
The Science Institute for teachers and the
Jubilee was successful.
The children loved the Jubilee Science Summer
camp.
The Summer Camp left a positive impression on
the students.
Student researchers were able to understand the
different mindset that boys and girls held towards
science.

15. More analysis of the data needs to be done in
the future.

16. Acknowledgements
State Council of Higher Education of Virginia
(SCHEV)
Randolph College

17. References Cited
“Challenges New Science Teachers Face.”
Review of Educational Research 76.4 (2006) :
607-651.
“Scientific Inquiry: Improved Learning.” Academic
Exchange Quarterly (2009) : n. pag. Print.
“Rethinking the Content of Physics Courses.”
Physics Today 59.2 (2006) : 31-36.