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Executive Report
Introduction and Summary
Assessing the Impact of the National Ocean Sciences Bowl: A Systems Approach
was an ambitious, two-year, multi-tiered research study of a significant, national ocean science
education program implemented in 24 regions throughout the nation, and annually at a national
finals competition. Using four survey instruments, two interview protocols, site visits and
observations at ten locations, a participant observer, and a limited, online discussion forum—the
researchers collected a significant quantity of data. These data were analyzed separately to
identify major thematic issues and clusters, and then re-analyzed cross-wise for consistency of
view—both internally and in view of a significant body of literature reviewed to triangulate both
the data and their interpretations.
The two primary research tiers, i.e. Factors Influencing Career Selection and
Characteristics of Effective Competitions, were identified from literature to form the initial
thematic categories to develop the instruments and to guide the data sorting and analyses (Eccles,
1985, 1998; Tallent-Runnels and Candler-Lotven, 1996; Merriam, 1988).
Instruments were created to capture redundant responses to differently worded items—in
both selected response and open ended narrative format. Additionally, the research team visited
ten of the regional sites to observe the program to formally interview members of each audience,
and to collect anecdotal print materials. The instruments were piloted by one of the researchers
in a previous 1999-2000 study of the NOSB program, and those initial instruments were revised
in view of their performance during that study, and in light of the research literature and specific
contextual needs of this current study.
The data were found to be internally consistent, with perspectives shared by the different
audiences evidencing strong similarities when they were compared cross-wise, i.e. set to set
comparisons.
Select Findings
The researchers find that sufficient data exist, with high internal consistency across the
audiences studied, to demonstrate the effectiveness of the NOSB in a number of important areas.
These include the following and are discussed further in the report.
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The NOSB is an exemplary, socially dynamic network which links high ability secondary
students with peers and key adults through a programming context that supports the
development of academic and professionally transferable process skills;
The NOSB is an exemplary model for curricular infusion—linking recent and emerging
science knowledge to secondary classrooms for the benefit of the general student body,
not just NOSB participants. This infusion model is multifaceted and is an important area
for further research using the NOSB context; and
The NOSB is a working model of the type of scientist-education linkage moving to the
forefront of nationally-scaled, science education programs in this country. Consequently,
the NOSB should be viewed and interpreted as a prototype for emulation.
Select Recommendations
While the researchers find, generally, that the NOSB operates with a high degree of
effectiveness, it is not accurate to conclude it should not be refined. As noted above and
discussed in the following report, the NOSB has been analyzed with respect to contributing to
the career decision-making path of high ability secondary students, and with respect to the use of
the competition model to support academic attainment. In each of these areas, a comparison of
programming in the NOSB, both nationally and regionally, with the literature published
previously in these two conceptual areas, suggests specific program improvements which could
be made to enhance the effectiveness of the NOSB. These recommendations are specified with
respect to these two tiers, as well as more generalized, logistical concerns. In brief, these
recommendations will include:
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A need to improve the communications process and career information dissemination via
parents of participating students;
A need to substantively invest in the development of a program database to facilitate
communications and research associated with the NOSB;
A need to track and record the curricular infusion pathways of the participating
teachers/coaches, as this addresses one of the most highly important research questions in
science education today;
A need to enhance the specific, academic-focused feedback provided to students to
improve their overall performance, future preparation, and to inform coaches’ curricular
and planning decisions; and
A need to contextualize and communicate with key audiences the relationship and
contributions of the NOSB and CORE to the scientist-educator linkages called for in
numerous settings, and the relationship and contributions of the NOSB and CORE to the
academic standards movements through the NSES and AAAS’ Benchmarks, as well as No
Child Left Behind.
Conclusion
The National Ocean Sciences Bowl is a significant, regional and national ocean sciences
education program that provides a context to inspire and motivate students toward leadership and
involvement in ocean sciences and toward a greater sensitivity toward environmental
stewardship. It contributes to these students’ career path and college decision-making by
engaging them in a social network that provides specific, contextualized information about
careers and entry pathways to those careers. It contributes to the generalized development of
these students by facilitating the development of leadership and academic-focused skills that are
highly transferable to other academic and vocational settings. It meets a widely perceived need
for high ability students to compete with, engage with, and share experientially with other
students of similar ability levels. All of the audiences reporting for this impact study conclude
that the act of competition is singularly important as a motivational strategy to engage these
students’ “best performance” skills in both academic and interpersonal domains.
The National Ocean Sciences Bowl is also a dynamic social system. It is comprised of
numerous sub-populations who satisfy and sustain some dimension of their individualized
personal, professional, or institutional identity through articulation with the NOSB program.
Students address their social and academic identities. Teachers address their professional
learning and engagement identities, as well as curricular and science content growth needs.
College and university personnel address their recruitment needs. Scientists and researchers
address their needs to engage with educational programs and to recruit high ability and interested
students to their fields. Numerous agencies, institutions, and businesses meet their needs for
community involvement, support of youth programming and education, and public relations.
In conclusion, the researchers find that the NOSB is significantly more complex and
substantive than “just a competition.” This complexity is difficult to ascertain and describe “in
the trenches”—particularly during the incredibly fast pace and density of the typical weekend
schedule. This view is an important contribution of this impact assessment, and the researchers
believe this view will and should support continued refinement and programmatic development
within the NOSB—and through the NOSB, within CORE.