The first theme emerged from the teacher interviews. This theme was teachers believed that the 2016 marine science summer enrichment camp positively improved the ocean literacy skills of middle school students. During the face to face and phone
interviews, teachers consistently provided responses indicating the summer camp program positively impacted ocean literacy in middle school students. These responses consisted largely of the teacher’s opinions regarding curricular materials, instructional strategies, assessments, student participation, and responsibility for learning and
professional development which they felt contributed to the positive impact of the camp on ocean literacy. Participants were asked questions regarding their background and experience in teaching marine science. Each interview question is presented with summaries of teacher responses supporting this emergent theme.
Teacher interview data. The first teacher interview question asked, “Please
describe your previous experiences as a marine science teacher.” All three teachers for the marine science summer camp program described their prior experience in marine science education, either through the camp itself or other organizations. Tabatha and Torrie had earned or were earning a bachelor’s degree in marine science. Tina’s marine science teaching experience was primarily in the camp program. In addition to the camp program, Torrie volunteered at several of marine science educational organizations, such as the local marine science center, a charter school with a marine science focus and with
marine science department at the university. Tabatha reported that she enjoyed teaching marine science because she had earned a degree in marine science.
The second teacher interview question asked, “What curricular materials did you use at the 2016 marine science summer enrichment camp that you believe improved ocean literacy skills for middle school students?” Tabatha and Torrie were similar in their responses to this question, citing a variety of curricular materials that they used to improve ocean literacy skills for middle school students, including computer resources, modified college labs, and field trips. Tina described her use of group work and
independent work with students to improve their ocean literacy skills. Torrie also reported using the counselor notebook as a guide for providing more challenging activities to increase student engagement because many of the camp participants had attended camp the previous year.
The third teacher interview question asked, “What instructional strategies did you use at the 2016 marine science summer enrichment camp that you believe improved ocean literacy skills for middle school students?” Tabatha and Torrie both described specific instructional strategies that they used to improve the ocean literacy skills of middle school campers. Torrie shared a conversational instructional strategy, in which camp instructors talked with students about their interests in marine science and then built upon those interests by guiding students toward content and activities that reflected their interests about the ocean. Tabatha reported using the activities in the camp
strategies that included placing students into pairs or groups. Another instructional strategy that Tabatha reported using was the KWL charts to determine students’ previous knowledge about a topic. Tabatha also described placing students into groups or pairs to help them complete camp labs and activities. Tabatha added that she differentiated instruction by identifying camper academic strengths and weaknesses and prior knowledge of ocean literacy before she began instruction. Tabatha’s identified student abilities through assessments such as the journals and quizzes according to her interview response. Students were then placed in flexible groups to develop academic and ocean literacy skills. Tabatha noted the camp curriculum included the integration of art into daily lessons. Tina’s answers differed from the other teachers’ responses because she described using different resources including videos and online activities before and during the activities.
The fourth teacher interview question asked, “What assessment strategies did you use at the 2016 marine science summer enrichment camp that you believe improved ocean literacy skills for middle school students?” All three teachers described specific assessment strategies that they used at camp to improve the ocean literacy skills of middle school campers. Tabatha and Tina noted that they asked students to summarize the lessons and what students learned from each camp day in their journals. Torrie described using self-assessment as a strategy to check student understanding of the day’s marine science content. Tina reported that she asked students questions about what they learned about marine science and talked with students about what they learned each day
at camp. Torrie also described using observations of student use of laboratory tools and equipment as an assessment strategy. Tabatha used pre and posttests, quizzes, and student products as assessments to improve ocean literacy skills for students.
The fifth teacher interview question asked, “Why or why not do you believe that middle school students who participated in 2016 marine science summer enrichment camp improved their ocean literacy skills?” All three teachers felt participating in the marine science camp program improved ocean literacy skills for middle school students. Tabatha indicated ocean literacy skills improved because the camp program included life and earth sciences as well as physics and chemistry. Tina expressed the opinion students improved their ocean literacy skills because students were motivated and interested in learning. Torrie felt student learning improved when they understood marine science terms and how to use the equipment. Torrie also noted that some students were not excited to be back at camp because they thought they would be repeating instructional activities such as the starfish lesson. Also, Tabatha felt the camp program introduced marine science as a STEM career pathway to many of the campers who had never been to the ocean before their camp experience.
The sixth teacher interview question asked, “Why or why not do you believe that middle school students who participated in 2016 marine science summer enrichment camp became more responsible for their learning?” All three teachers believed the camp program made students more responsible for their learning. Tina noted that instructors gave students more opportunities to be creative. Torrie reported that she asked students
what they wanted to do in relation to marine science and placed them in leadership roles. Torrie gave students tasks to complete and asked them to figure out how to complete them, using problem solving skills and their knowledge of the marine science equipment. Tabatha held the opinion students were in control of the lab or activity for the day
because they did the work themselves, which made them more responsible for their learning. Tabatha held the opinion that students who experienced inquiry activities such as labs about the oil spill made them more responsible for their learning.
The seventh teacher interview question asked, “What professional development in ocean literacy skills have you received that you believe improved teaching and learning at the 2016 marine science summer enrichment camp?” All three teachers reported that high school and college classes related to marine science were part of their professional development as teachers for the 2016 summer camp. Tabatha and Torrie reported using college courses that focused on marine science as the basis for their professional
development. Tabatha was of the opinion her degree in marine science enabled her to teach curricular materials related to marine science more effectively. Torrie modified curricular materials from her college labs as the basis for instructional activities at camp. Tina felt her high school classes such as AP Chemistry and AP biology also helped her to teach marine science more effectively to camp students.
The eighth teacher interview question asked, “What professional development in learner centered teaching have you received that you believe improved teaching and student learning at the 2016 marine science summer enrichment camp?” Each teacher
indicated they had participated in professional development in learner centered teaching. Each teacher received this training in different ways. Tina held the opinion her
experience as a camper was a learner centered experience that helped her improve her teaching and learning. Tina reflected on her previous camp experience and emulated her favorite camp instructors. Tabatha had received professional development on
differentiated instruction, teaching inner city students, and how to integrate mathematics and art into the classroom from the school district. Tabatha also trained in using
Prometheus boards and Google docs as well as integrating writing into science instruction. Torrie believed that her experiences helping younger siblings with school work and life skills and participating in gymnastics classes improved her learner centered teaching because she was able to identify individual student learning needs and to
provide guidance and opportunities for students to direct their learning.
The ninth teacher interview question asked, “What else would you like to tell me about this experience?” Each teacher reported different additional information about the summer camp program. Tina felt the camp was an amazing experience for the students in that they learned about marine science, loved the activities, and made friends. Torrie shared her observations the activities for middle school students transitioning to high school needed more challenge, particularly in relation to opportunities to put their
knowledge to use by teaching younger students and developing leadership skills. Tabatha felt students needed the camp because they had not been to the beach or knew little about marshes and state ecology. Tabatha held the opinion the camp experience helped
minorities and women become involved in STEM fields. Tabatha felt the camp offered students an opportunity to get involved in marine science and to develop their passions for marine science. Tabatha shared her opinion that the community did not always place education at the forefront, so the camp experience helped students work toward what they wanted to be.
Categories were generated from the interview responses based on similarities and differences using the constant comparative method recommended by Merriam and Tisdell (2015) in relation to interview and research questions. Table 8 is a summary of the
categories constructed from the analysis of the teacher interview data. These categories were used to identify the first emergent theme which stated the teachers’ belief the 2016 marine science summer enrichment camp positively improved the ocean literacy skills of middle school students. These categories were used to identify the first theme in relation to the fifth related research question. The related research question and the first theme are discussed in the results section.
Table 8
Summary of Categories from Teacher Interview Data Analysis
Interview Questions Categories
1. Please describe your previous experiences as a marine science teacher.
--Earning a degree in marine science
--Volunteering for marine science organizations 2. What curricular materials did you use at the 2016
camp that you believe improved ocean literacy skills for middle school students?
-- Citing field trips -- Citing online resources -- Using the camp notebook 3. What instructional strategies did you use at the
2016 camp that you believe improved ocean literacy skills for middle school students?
-- Using small group instruction
-- Using preassessments to modify content -- Using camp curriculum activities 4. What assessment strategies did you use at the 2016
camp that you believe improved ocean literacy skills for middle school students?
-- Believing assessment improved ocean literacy skills -- Using journal summaries
-- Using self-assessment -- Using formative assessments -- Using observation of skills in use -- Using pre and post- assessments 5. Why or why not do you believe that middle school
students who participated in the 2016 camp improved their ocean literacy skills?
-- Believing participation improved ocean literacy -- Believing participation improved science literacy -- Believing students were motivated to learn 6. Why or why not do you believe that middle school
students who participated in the 2016 camp became more responsible for their own learning?
-- Believing camp experience made students responsible -- Believing students controlled their learning
-- Believing students completed their own work
7. What professional development in ocean literacy skills have you received that you believe improved teaching and learning at the 2016 camp?
-- Citing college science courses improved teaching and learning
-- Emphasizing high school AP science courses --Citing professional development from camp personnel
8. What professional development in learner centered teaching have you received that you believe improved teaching and student learning at the 2016 camp?
-- Receiving professional development on instructional strategies from the school district
-- Using firsthand experiences as camper
-- Using previous experiences working with children 9. What else would you like to tell me about this
experience?
-- Believing camp provided a new experience to campers -- Believing camp provided leadership opportunity -- Believing camp connected campers with outdoor
environment
--Believing camp provided science instruction not found in local schools