| This researcher, through this study, sought to establish baseline data concerning Georgia public middle school science teachers' beliefs related to participation in Georgia 4-H Residential Environmental Science Education (RESE) programs. He compared the beliefs of two groups of Georgia public middle school science teachers: teachers who had participated in Georgia 4-H RE SE programs and teachers who had not participated in Georgia 4-H RESE programs.; Educators, at the time of the study, recognized that Georgia middle school science students were not performing at near their academic potential. Educational researchers investigated inquiry-based, hands-on instruction and determined it had a redeeming affect on student achievement and deserved further investigation. The Georgia 4-H Residential Environmental Science Education programs appeared to fit in this category of research supported and potentially effective educational endeavors but appeared to be underused.; The researcher's findings indicated previous participation in Georgia 4-H RESE programs modified teacher beliefs. The vast majority of past participants believed they would repeat the experience.; The comparisons between the two groups enabled the researcher to identify fundamental differences in beliefs. Past participants believed fewer barriers existed than non-participants. Past participants also believed, if a barrier existed, it offered a lesser degree of effort to overcome when compared to the beliefs of non-participants. Both groups believed some barriers to participation were easier to overcome than others. Budget constraints and time and work required to participate were two barriers universally believed to exist and believed to offer the greatest degree of difficulty. Additionally, the non-participating group believed their lack of knowledge was the major impediment to participation. (Abstract shortened by UMI.)... |
