Genuine Faculty-Mentored Research Experiences for In-Service Science Teachers: Increases in Science Knowledge, Perception, and Confidence Levels

Cutucache, Christine E.; Leas, Heather D.; Grandgenett, Neal; Nelson, Kari L.; Rodie, Steven N.; Shuster, Robert Duncan; Schaben, Chris; Tapprich, William

doi:10.1080/1046560x.2017.1415615

Cited by 6 publications

(3 citation statements)

References 31 publications

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“…The literature on short-term research experiences such as RETs demonstrates that teachers' participation in the research experiences with scientists can improve their understandings of scientific inquiry (Bahbah et al, 2013;Blanchard & Sampson, 2018;Buxner, 2014;Herrington et al, 2016), perceptions of inquiry (Peters-Burton et al, 2015), confidence in science and inquiry (Cutucache et al, 2017), and views of scientific inquiry (Hughes et al, 2012). However, it has also been demonstrated that the teachers' conceptions of the practices of science remain naïve even after completing an RET (Ozalp, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Experiencing Tightly and Loosely Structured Research Groups: The Influence on Preservice Science Teachers’ Abilities to Engage in Science Practices

Özalp

Feldman

2022

INTERDISCIP J ENV SCI ED

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There have been recent calls for students to not only learn the content of science, but also its practices. If teachers are to teach their students how to engage in those practice, then they need to have at least had some experience engaging in them. The US NSF research experiences for the teachers (RET) programs provide opportunities for the teachers to engage in those practices. In those programs, the teachers work in research groups that vary in the ways in which they are structured. This suggests they might gain different experiences depending on their research groups even if the teachers participate in the same program. Because of this reason, in this study we aimed to find out how participating in differently structured research groups influence preservice teachers' abilities to engage in science practices. By using a comparative case study approach, we compared two preservice science teachers' experiences and abilities in an RET program that required teachers to engage in research projects. Analysis of data from preservice teacher and graduate student mentor surveys and interviews, and observation notes indicated that the preservice teacher who participated in a loosely structured research group did not have the opportunity to improve in most of the practices and left the program as a novice researcher. On the other hand, the preservice teacher who participated in a tightly structured research group improved in most of the practices and to being a proficient technician.

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Section: Literature Reviewmentioning

confidence: 99%

Experiencing Tightly and Loosely Structured Research Groups: The Influence on Preservice Science Teachers’ Abilities to Engage in Science Practices

Özalp

Feldman

2022

INTERDISCIP J ENV SCI ED

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“…Scientist–teacher partnerships encompass a broad range of activities in which scientists and teachers interact with the purpose of improving science education. These activities may entail one-time visits to classrooms by scientists, − partnering of scientists and teachers, , professional-development programs developed in coordination with scientists, − and research experiences for teachers (RETs). , The primary purpose of many scientist–teacher partnerships is to support the professional development of teachers and thereby support student science learning. − Specifically, scientist–teacher partnerships may focus on developing understanding of scientific inquiry and the use of inquiry in teaching, ,− developing understanding of the nature of science, , and developing content knowledge. , Scientist–teacher partnerships also provide opportunities for teachers and students to learn more about current science, scientific research, and science careers . For example, the National Science Foundation (NSF) emphasizes the role of RETs in bringing current science and engineering into the classroom by enhancing “the professional development of K–12 science educators through research experience at the emerging frontiers of science in order to bring new knowledge into the classroom” while enabling “K–12 STEM teachers and community college faculty to translate their research experiences and new knowledge gained in university settings into their classroom activities”…”

Section: Related Literaturementioning

confidence: 99%

Partnering Teachers and Scientists: Translating Carbohydrate Research into Curriculum Resources for Secondary Science Classrooms

2019

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Since 2015, a partnership between the Canadian Glycomics Network and the University of Alberta’s Centre for Mathematics, Science, and Technology Education has provided opportunities for high-school teachers to immerse themselves in academic research environments. Drawing upon this experience, the teacher participants have created a library of glycomics-themed bilingual teaching resources that are curriculum-linked and feature current, local research with global impact. These resources are shared freely on the Internet. This article presents an overview of the program and discusses feedback from participating teachers and researchers.

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“…Students of high school science teachers who engaged in summer research experience had improved scores in standardized tests after their teachers participated in research (Silverstein et al, 2009). High school science teachers participating in mentored research experiences report improvements in science content knowledge, perceptions and confidence levels in process and content that influence their own science teaching and translatability to their students (Cutucache et al, 2017). Furthermore, such experiences inculcate positive networks and collaborations between researchers, teachers, and schools.…”

Section: Introductionmentioning

confidence: 99%

Rutgers Youth Enjoy Science Program: Reducing Cancer Health Disparities by Reducing Education Inequities

Chaudhary

2022

JSTEM

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The goal of the Rutgers Youth Enjoy Science Program (RUYES) is to increase the diversity of the cancer research workforce. RUYES provides hands-on mentored cancer research experience and curriculum development support to high school science teachers. RUYES also engages high school and undergraduate students from underrepresented backgrounds (URG) in mentored cancer research and professional career development activities. Rutgers Cancer Institute faculty members with active, well-funded research programs and extensive mentoring experience serve as research mentors. In addition, RUYES provides support to participants to develop innovative cancer related outreach activities to connect with families and communities of participants. Teachers and students engage in research and program related activities for a total of 12 weeks per year, for two years. Teachers engage in cancer research for eight weeks each for two consecutive summers (sixteen weeks total). Collaborative partnership with Rutgers Office of STEM Educations supports teachers in developing novel instructional approaches that relate to their research experience. Students have the opportunity to conduct cancer research for ten weeks each for two consecutive summers (twenty weeks total). Students receive co-curricular and professional development support throughout their participation. In addition, teachers and students engage in post-summer program engagement for 4 and 2 weeks, respectively. We recruit program participants from all over New Jersey with special emphasis on school districts with high percentages of students from URG. This report details the components of the RUYES program, outcome evaluation plan, successes and challenges, and lessons learned for others interested in establishing similar programs at their institutions.

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Genuine Faculty-Mentored Research Experiences for In-Service Science Teachers: Increases in Science Knowledge, Perception, and Confidence Levels

Cited by 6 publications

References 31 publications

Experiencing Tightly and Loosely Structured Research Groups: The Influence on Preservice Science Teachers’ Abilities to Engage in Science Practices

Experiencing Tightly and Loosely Structured Research Groups: The Influence on Preservice Science Teachers’ Abilities to Engage in Science Practices

Partnering Teachers and Scientists: Translating Carbohydrate Research into Curriculum Resources for Secondary Science Classrooms

Rutgers Youth Enjoy Science Program: Reducing Cancer Health Disparities by Reducing Education Inequities

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