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Ann Marie VanDerZanden

-order thinking skills, those that require synthesis, application, and evaluation, is to integrate Bloom's Taxonomy ( Bloom et al., 1956 ) into the curriculum ( McCormick and Whittington, 2000 ; VanDerZanden, 2005 ). Bloom's taxonomy is a classification method

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T.M. Waliczek, P. Logan, and J.M. Zajicek

The main objective of this study was to investigate the impact of an outdoor environmental program, Math and Science in the Outdoor Classroom, on elementary grade students' creative and critical thinking, and attitudes toward math and science. Math and Science in the Outdoor Classroom is an on-campus nature program in Santa Fe, N.M. Students participated in half-day programs focusing on topics such as water, insects, soil, and weather. Twenty-one teachers from five schools volunteered 175 second through sixth graders to participate in the program and research study. Surveys were administered to students, teachers, and volunteers after completion of the program. Interview data was analyzed using QSR NUD*IST (Nonnumerical Unstructured Data Indexing Searching and Theory-building) computer-assisted qualitative data analysis system to examine respondents' perceptions of the program using Bloom's taxonomy as a theoretical framework. Results indicated that students not only learned math and science at the lower levels of Bloom's taxonomy, but were also thinking at the higher levels of synthesis and evaluation within the framework.

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C.D. Klemmer, T.M. Waliczek, and J.M. Zajicek

School gardens show promise as a tool for developing science process skills through real-world investigations. However, little research data exist attesting to their actual effectiveness in enhancing students' science achievement. The purpose of this study was to develop three cognitive test instruments for assessing science achievement gain of third, fourth, and fifth grade students using a garden curriculum. The development of the test instruments occurred in three phases: 1) an initial set of test instruments which served as a prototype for length, scope, and format; 2) an adapted set of test instruments which were piloted; and 3) a final set of test instruments which were used for the assessment of the school gardening curriculum. The final Cronbach's alpha reliability for the final set of test questions was 0.82, indicating an acceptable level of internal consistency. Content validity of the test instruments developed for this study was established based on the science content standards specified in the Texas Essential Knowledge and Skills (TEKS) for each grade level along with the gardening curriculum, as well as the Science Scope and Sequence documents for Temple, Texas Independent School District (ISD). Construct validity was established for the testing instruments by soliciting help from various curriculum experts from the Temple ISD.

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Tigon Woline and Ann Marie VanDerZanden

-Serrano, 2002 ). Problem-based learning experiences promote development of higher-order thinking skills, like those identified in Bloom's taxonomy ( Jonassen, 1997 ; VanDerZanden, 2005 ). Unfortunately, these types of real world-based, ill-structured problems