The following points summarize the major findings of IDGE:

• IDGE was successful in exposing students to an engaging hands-on, minds-on science experience
• IDGE was successful in maintaining student excitement and encouraging students to pursue careers in science
• IDGE was successful in training students on scientific technology and protocols in which the students felt comfortable using
• IDGE was successful in maintaining positive habits of mind about science and scientific research
• IDGE was successful in altering some attitudes toward the science classroom.
• IDGE needs to address critical thinking in the rest of its summer workshops
• IDGE need to address possible unintended outcomes or drops in SATS and TSSI items.

From the limited student response to the year end Likert Satisfaction Survey ( 7 females and 1 male):

• The instructors were successful in delivering a science course which was enjoyable to students 87% of the students (7 of 8) reported that they enjoyed the science class.
• 100% of the students reported that they were more interested in science, were more comfortable doing science activities, would like to take another science course like this one, enjoyed doing the activities, and expressed a desire for the opportunity for more of their friends to participate in this type of course.
• These results indicate the success of the IDGE hands-on, minds-on approach in engaging the program’s students. What students liked the most were the hands on activity nature of the program. When asked what they learned about science, half the students cited factual content that they had learned (clouds, hydrology facts, etc) while the other half cited things they learned about the nature of science and scientific process “science is the world ,and the world is big, and we need scientists!”

From the limited student response to the year end Thinking About Science Instrument Survey (7 females and 1 male):

• T-tests for the TSSI instrument yielded no overall significant change in scores from pretest to posttest. There were, however, significant changes on some of the individual items: There was a significant increase (p< 0.05) in agreement with the following statement after participating in the workshop: “science is our best source of useful knowledge”.
• From survey results, IDGE was successful in maintaining constructive perceptions of gender and race in science and research.

From the limited response to the Student Attitude Towards Science Class survey (7 females and 1 male):

• There was no significant change from pre to post SATS test scores suggesting that IDGE experience was not able to change student perceptions of science class or perhaps students did not associate IDGE experience with a traditional science class. There were significant changes in some items of the individual items. These items seemed reinforce the inquiry nature of the IDGE program and to resonate with the students.
• Students replied “none of the time” for the following statements on the pretest but more toward “some of the time” on the post-test: “science class makes me feel uncomfortable” and “my science teacher gives me the answers”. There may be some frustration associated with the inquiry process and attempts to develop critical thinking skills with students.

From the response to the International Critical Thinking Test (23 respondents):

• Students were deficient in identifying the key question of the article (only 7 of 23 correct) and fewer yet were able to determine the important information in the article (5 of 23 students) with still fewer students able to identify the conclusion of the article (4 of 23) and only one student was able to identify the science knowledge needed for the study.
• Unfortunately, no post test was administered so there is no data on progress on critical thinking skills for IDGE experience. Formative assessment indicates work is needed with students in this area.