Evaluating differences in outcomes and participant perspectives in marine science professional development conducted by informal educators compared to specialized university faculty

Abstract

This chapter will utilize evaluation measures from two separate in-service teacher professional development initiatives that focused on marine science and ocean literacy. Each of these workshops presented content and provided for field-based study in regard to marine science research and applications for school classrooms. Content conveyed included coastal zone processes, marine ecology, biodiversity, fisheries management, and marine engineering and technology. The focus of this chapter will center on a unique variation that occurred in the teacher training in that content and activities were led either by an informal science educator (a trained educator that does not teach in the traditional K-12 classroom) or a highly specialized university professor or researcher. Participants were pre- and post-tested on their knowledge gains with respect to the applicable presented material. In addition, qualitative evaluation measures were utilized to gauge the participant's perceived utility of the presentation and activities and their subsequent use in formal education settings. Considering these variables, this chapter will provide data on the differences in knowledge attainment and perceived usefulness of professional development that is conducted via an informal educator versus a subject matter expert represented by higher education faculty and or researchers. Lastly, recommendations are conveyed for improved educational outreach with respect to teacher professional development for both informal educators and higher education professionals.