The following points summarize the major findings of IDGE:

• Irregularities in the classroom instruction time as mentioned previously made it difficult to build instructional momentum and coherency.
• The abrupt removal of access to the WVSU environmental inquiry students made it challenging to assess changes in their critical thinking skills. Project investigators had anticipated continuing the academic year Saturday instruction as well as summer 2007 instruction with these targeted students.
• This removal of access also meant that only 8 students completed the year end Likert Satisfaction Survey and Thinking About Science Instrument. The small comparative group limits the validity of the statistical analysis.
• From the survey results, course instructors should examine the items in which students significantly dropped in agreement. Instructors might utilize these data to direct discussions or become aware of the potential for unanswered questions during discussions about science and science research.

Best Ideas

• Motivation of students must be adequately addressed, as discussed previously. Although the range of motivation poses interesting research questions, the challenge to motivate all students helps ensure that that the most broad range of students have the opportunity to build and develop their scientific inquiry skills.
• Utilizing student-centered instruction can often extend the timeline of scheduled lessons, but this instructional strategy provides the greatest opportunity for all students to develop their scientific skills and knowledge base.

Deviations and Future Plans

Sixteen new students will be targeted with the introductory environmental inquiry course at Marshall University’s Upward Bound program. These students will participate in an improved course that builds on the course developed during year 1 of this grant.

Project investigators will monitor the change in critical thinking skills and appreciation of scientific careers within these new students.