This page last modified July 16, 2002 (jpw)
Habitat Ecology Learning Program is recommended as a Promising science program.
Program Description. The Habitat Ecology Learning Program (HELP) is a comprehensive life science program for upper elementary school students related to endangered species and their habitats. The program is designed for students of all ability levels in grades 4-6. The goal of HELP is to increase student knowledge of the science of ecology by (a) sustaining teacher use of inquiry-based instructional strategies and (b) integrating the educational richness of community zoos and other life science centers with classroom instruction.
The HELP curriculum includes five modules spotlighting the major habitats of the world: rain forests, temperate forests, deserts, grasslands, and wetlands. A sixth module, "How Nature Works," provides an overview of key ecological concepts that enables students to understand the habitat modules. Each module is accompanied by a comprehensive teacher's manual that includes student activities, case studies, experiments, authentic assessments, and extensive visual enrichments.
Professional Development Resources and Program Costs. Through its National Programs Division, the Bronx Zoo maintains a staff of three full-time staff developers whose sole responsibility is the delivery of teacher training workshops at host zoos and school districts across the country. Workshops run from two days to two weeks, depending on classroom needs and the scheduling requirements of teachers and school districts. Teachers are provided with a follow-up Technical Assistance Program featuring a toll-free teacher consultation hotline, teacher newsletters, and videoconferences. A complete set of HELP materials costs $299, although the modules can be purchased individually. The cost estimate for a sample two-day, off-site training for 20 participants is $4,325.
Program Quality. Reviewers found that the program's content focuses on important ideas and incorporates ideas and skills across the sciences and from other disciplines. As the physical science concepts of temperature and precipitation are developed in the program, constant connections are made to earth sciences and climates. Concepts from both of these sciences are then connected to the impact on life sciences. Curriculum activities encourage students to examine, observe, speculate, and test hypotheses carefully.
The instructional design promotes multiple and effective approaches to learning as a way to engage students as individuals, in small groups, and as a whole class. Understandings are developed through scientific investigation, and field trips are focused and clearly connected to classroom work. Assessment includes embedded and formal evaluations using a variety of methods, such as role-playing, debating, and researching.
Usefulness to Others. Reviewers noted that the training could be conducted at the local school district, adding that cost is low and materials are easily accessible. Instructional and support materials are included in the clearly written and inexpensive manuals. Reviewers acknowledged that field trips could be problematic for some schools. However, the project states that field trips are recommended but not essential parts of the program.
Educational Significance. Program content is aligned with national science standards. Students are engaged in personal observation and investigation without a great deal of cost or special preparation. The thorough but simple language used in the module manuals provides teachers with background information allowing them to teach an investigative program successfully. The program is of sufficient scope and duration to make a positive difference in learning, and students address the important and significant environmental issues of habitat and species endangerment and extinction. Multiple intelligence formatting of lessons allows all students to become engaged in learning.
Program Effectiveness and Success. HELP has evidence of effectiveness in multiple school settings. The program provided evidence of its effects on the learning of students and impacts on elementary teachers. Evaluations were well designed and controlled for alternative explanations for the results. Multiple measures of student mastery of science concepts and content were used, and these measures consistently revealed greater gains in favor of HELP students over non-HELP students. Evaluation data substantiates gains in student learning through the enhancement of teachers' knowledge of content and concepts, use of authentic assessments, and use of real life situations to teach students. The research design provided evidence that teacher enhancement made the difference in treatment vs. comparison group gains.
Reviewers found the pretest/posttest comparisons of student achievement for the HELP (315 students in 17 classes in 16 schools in eight states) and non-HELP (260 students in 17 classes in the same schools) groups to be well done. A 1993-94 independent evaluation presented a well-designed study in which the HELP students achieved higher scores, to a statistically significant degree of p<.001, than comparable non-HELP students on a criterion-referenced test of habitat ecology concepts, designed by the Bronx Zoo but not specifically for this program. Other assessments of student learning gains also supported the positive impact of the program on student understanding of important science concepts and related knowledge and skills. Teacher and parent surveys and teacher authentic assessments, such as portfolios, journals, observations, student projects and presentations, were conducted to substantiate that student learning was occurring.
The positive impacts on attitudes and integration of community resources into more realistic educational settings are a plus for the program. Evidence demonstrated that the program had meaningful effects on teachers' knowledge of science and scientific concepts and that they changed some of their teaching methods in a positive way. Analysis of teachers' lesson plans indicated that teacher quality of instruction in science improved. External evaluators also reported that classroom visits to zoos increased and that the visits were focused with structured work assignments rather than simply touring the zoo.
For Further Information Contact:
Ann Robinson
Education Department, Wildlife Conservation Society
2300 Southern Blvd.
Bronx, NY 10460
Telephone: (718) 220-6856
Fax: (718) 733-4460
E-mail: arobinson@wcs.org
Web site: http://www.wcs.org
This page last modified July 16, 2002 (jpw)