A Middle School Teacher Summer Research Project

Bazler, Judith A.

doi:10.1111/j.1949-8594.1991.tb12110.x

Cited by 8 publications

(5 citation statements)

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“…Teachers can gain these skills and experience scientific inquiry through participation in authentic research. This approach had a positive impact not only on teachers' abilities to use inquiry-based teaching techniques but also on their content knowledge (Bazler, 1991;Caton, Brewer, & Brown, 2000;Loucks-Horsley et al, 1998;Luft, 2001Westerlund, García, Koke, Taylor, & Mason, 2002 -El-Khalick et al, 2004;Lustick, 2009). Capps et al (2012) analysed 22 PD programmes in the IBSE, and only five included elements of an authentic inquiry experience, and in most cases, teachers participated only in small parts of ongoing research and were not able to investigate their own inquiry questions.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Professional Development in Inquiry-Based Methods on Science Teachers’ Classroom Practice

Bernard

Dudek-Różycki

2020

JBSE

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Europe. While participating in the realisation of the aforementioned projects, the partners had to mutually determine how they understood inquiry, what its characteristic features were, and which inquiry elements they wanted to develop/promote. Many of those projects used the definition of IBSE proposed by Linn, Davis and Bell (2004), who stated that inquiry is the: ' …intentional process of diagnosing problems, critiquing experiments, and distinguishing alternatives, planning investigations, researching conjectures, searching for information, constructing models, debating with peers, and forming coherent arguments. (p. 4)' . This definition is in line with the National Research Council (1996) guides, where students engaged in inquiry ' …describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. (p. 2)' . Apart from the definition, invaluable contributions from Bybee (2000; should be noted, where among others, three descriptions of inquiry for teachers were provided and the 5E inquiry cycle was described. Those elements were used in almost all of the 7FP EU projects.Observing the history of the global IBSE implementation, one might think that both the process itself and its effects have been thoroughly studied already. However, despite the fact that education experts have extensively described their experience connected with teachers' training on the application of inquiry and have published the results of completed case studies, the extent to which training in the IBSE influences teachers' practices and students' achievement is still unclear (Capps, Crawford, & Constas, 2012;Ermeling, 2010). In this research, an attempt was made to examine the effect of the teacher training in the IBSE on their professional practices. The training encompassed by the research was carried out within the framework of the SAILS FP7 project. This project was realised in 12 European countries from 2012 to 2015, and during its realisation, more than 2500 of pre-service and in-service teachers participated in the trainings (Jönsson et al., 2015). The aim of the project was to prepare the teachers to teach through inquiry as well as have the confidence and competence in the assessment of their students' learning.The described research was carried out among in-service teachers participating in the project in Poland. In the Polish curriculum, the inquiry-based methods are not listed among the required/recommended teaching methods unambiguously, however, advised teacher/student actions and skills to be developed are in line with the competencies that are taught with IBSE (Polish Core Curriculum, 2008). The designed and implemented teacher education programme (TEP) was based on the framework developed within the SAILS project. The research carried out among the participants of the training was meant to answer a general question: "What is the effect of the training on the actual teachers' school practices?" The authors of the TEP an...

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Section: Introductionmentioning

confidence: 99%

The Impact of Professional Development in Inquiry-Based Methods on Science Teachers’ Classroom Practice

Bernard

Dudek-Różycki

2020

JBSE

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“…Professional development opportunities have been designed to help in-service teachers move from more traditional instruction to strategies incorporating inquiry. Although modest gains have been made through inquiry professional development (Bazler, 1991;Caton, Brewer, & Brown, 2000;Jeanpierre, Oberhauser, & Freeman, 2005; Loucks-Horsley, Hewson, Love, & Stiles, 2003;Luft, 2001), traditional instruction often remains the standard in high school science classrooms. Research into how teachers' conceptions influence their use of inquiry instructional strategies can only lead to improved professional development and an increase in the use of reform strategies (American Association for the Advancement of Science [AAAS], 1993;National Research coundil [NRC], 1996).…”

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confidence: 99%

The influence of core teaching conceptions on teachers' use of inquiry teaching practices

2007

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This article investigates three teachers' conceptions and use of inquiry-based instructional strategies throughout a professional development program. The professional development program consisted of a 2-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Insights gained from an in-depth study of these three secondary teachers resulted in a model of teacher conceptions that can be used to direct future inquiry professional development. Teachers' conceptions of inquiry teaching were established through intensive case-study research that incorporated extensive classroom observations and interviews. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute-developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that a set of four core conceptions guided the teachers' use of inquiry-based practices in their classrooms. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education influenced the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that to be successful inquiry professional development must not only teach inquiry knowledge, but it must also assess and address teachers' core teaching conceptions.

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“…Similar suggestions for computer courses or seminars in other internships were made by Bazler (1991) and Anderson (1993). In a project linking research scientists and science teachers, Anderson reported that a booklet "'Teachers: Tips for Writing on the Computer,• was produced in response to requests from some of the participants" (p. 47) who experienced difficulties in working with computers.…”

Section: Future Science Internships For Tpachersmentioning

confidence: 85%

“…What is the best way to prepare the teachers for such a research experience is an issue that was discussed by many researchers (Bazler, 1991;Garofalo et al, 1992;Metcalf & James, 1991;Anderson, 1993).…”

Section: Chapter IX Thematic Discussion Of Findingsmentioning

confidence: 99%

“…The vast majority of reports about research internships that I have reviewed did not mention such a choice for the teachers. In some cases where the research assignments were linked to curriculum development, teachers and scientists worked together from the beginning in selecting an appropriate project (Bazler, 1991, Anderson, 1993. If one of the longterm goals of research internships is for teachers to transfer their experiences to their students, then an effort should be made that the research assignments be linked to curriculum.…”

Section: Future Science Internships For Tpachersmentioning

confidence: 99%

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A Study of Science Teachers'experiences in a Science Research Internship

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A Middle School Teacher Summer Research Project

Cited by 8 publications

References 0 publications

The Impact of Professional Development in Inquiry-Based Methods on Science Teachers’ Classroom Practice

The Impact of Professional Development in Inquiry-Based Methods on Science Teachers’ Classroom Practice

The influence of core teaching conceptions on teachers' use of inquiry teaching practices

A Study of Science Teachers'experiences in a Science Research Internship

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