Abstract:

The dataset contains data collected through concept maps and questionnaires pre- and post- an educational program for high school students. Concept maps and questionnaires were developed by the project team to assess differences in student understanding and student perceptions of ecological processes and restoration and monitoring efforts by scientists. Both concept maps and questionnaires were distributed at the same time to high school students on the Mississippi Gulf Coast with schools that participated in the CHANGES program. Data collected include concept map scores, which were scored by the project team using Novak’s scoring for using concept mapping as an assessment tool. Questionnaire data include student answers to statements about natural and manmade changes affecting an estuary or savanna ecosystem in a positive or negative way. Students answered through a 5- point Likert scale (strongly disagree to strongly agree). Additionally, students listed stewardship actions they could identify pre- and post- CHANGES program. Data were collected from March 2019 through March 2020. The data collected informed an in-house evaluation of program effectiveness.

Suggested Citation:

Bilbo, Sandra and Dennis McGrury. 2022. Survey response data to perceptions of human and natural changes to ecosystems from students of southeast Mississippi. Distributed by: GRIIDC, Harte Research Institute, Texas A&M University–Corpus Christi. doi:10.7266/C1ADC4GT

Purpose:

This dataset was created as part of an education program evaluation. This evaluation will help Grand Bay National Estuarine Research Reserve educators and their local and national colleagues assess the effectiveness of a unique student capacity education program, in order for educators to make effective education programming decisions. This evaluation focused on high school student and teacher participants within a 50-mile radius of the Grand Bay National Estuarine Research Reserve (GNDNERR). The dataset submitted is only for high school student data.

Data Parameters and Units:

Data are survey responses with no units. Categorical data include: a project ID, notebook ID, and open-ended responses. Continuous data include: 1-5 point Likert scale, 0-3 point Likert scale, and numeric concept map scores.

Methods:

We conducted a front-end evaluation using concept maps of students’ prior knowledge of the estuary/savanna and used a questionnaire to learn about student perceptions about natural and man-made changes towards estuaries/savannas. Each module (estuary or savanna) had accompanying student portfolios in the form of project notebooks. These notebooks were integrated into the curriculum, divided into sections based on lesson plans. Notebook pages included student resources such as a glossary, scientist biographies, and other relevant content to accompany lesson plans. The student portfolios are aligned with state and national science education standards. Embedded in the notebooks are assessments like checkpoints, written activities, and student concept maps to see if student knowledge and understanding of an estuary/savanna improve. Components of the notebooks went through pilot testing and multiple iterations to ensure quality curriculum. At the end of the program, students took a post-questionnaire to see if their perceptions about natural and man-made changes towards estuaries/savannas were different from their pre-questionnaire, and to see if they intend to partake in stewardship actions or activities after the program. Answers from student questionnaires were entered in spreadsheets. We used Novak’s scoring criteria to analyze the student concept maps.

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