The research question addressed in this project was, how did the activities in the Mississippi Rivers Institute affect participant confidence in teaching environmental education? These areas were: (a) river and watershed inquiry; (b) use of science notebooks in the classroom; (c) forest inquiry; (d) macroinvertebrate inquiry; (e) geology inquiry; (f) engineering activities; and (g) an overall comfort-ability level with using inquiry in the classroom. It documents the creation of the Rivers Institute as an effective professional development opportunity for educators. The author reviews the literature available on the best practices in environmental education professional development and she describes the success and struggles in implementing a quality learning experience. The author provides a roadmap for the Rivers Institute that can be used to replicate its effectiveness anywhere in the world.
Environmental Studies, Environmental Education, Professional Development, Inquiry
Robertson, Sara, "Inquiry-Based Professional Development: How Did The Activities In The Mississippi Rivers Institute Affect Participant Confidence In Teaching Environmental Education?" (2018). School of Education and Leadership Student Capstone Projects. 151.
School of Education Student Capstone Theses and Dissertations