Preservice Teachers’ Research Experiences in Scientists’ Laboratories

Brown, Sherri; Melear, Claudia T.

doi:10.1007/s10972-007-9044-9

Cited by 37 publications

(32 citation statements)

References 9 publications

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“…Brown and Melear (2007) examined three pre-service teachers' views of an apprenticeship experience that gave teachers the opportunity to engage in ''authentic, extended, open-ended inquiry.'' Through this work, they described a number of themes, including ''experimental involvement'' and ''teachers actions within the classroom'' (Brown & Melear, 2007, p. 587).…”

Section: Discussionmentioning

confidence: 99%

Development of Teachers as Scientists in Research Experiences for Teachers Programs

Faber¹,

Hardin²,

Klein-Gardner³

et al. 2014

Journal of Science Teacher Education

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This study examined the teachers' development as scientists for participants in three National Science Foundation Research Experiences for Teachers. Participants included secondary science and math teachers with varying levels of education and experience who were immersed in research environments related to engineering and science topics. Teachers' functionality as scientists was assessed in terms of independence, focus, relationships with mentors, structure, and ability to create new concepts. Hierarchies developed within these constructs allowed tracking of changes in functionality throughout the 6-week programs. Themes were further identified in teachers' weekly journal entries and exit interviews through inductive coding. Increases in functionality as scientists were observed for all teachers who completed both the program and exit interview (n = 27). Seven of the 27 teachers reached high science functionality; however, three of the teachers did not reach high functionality in any of the constructs during the program. No differences were observed in demographics or teaching experience between those who did and did not reach high functionality levels. Inductive coding revealed themes such as teachers' interactions with mentors and connections made between research and teaching, which allowed for descriptions of experiences for teachers at high and low levels of functionality. Teachers at high functionality levels adjusted to openended environments, transitioned from a guided experience to freedom, felt useful in the laboratory, and were self-motivated. In contrast, teachers at low functionality levels did not have a true research project, primarily focused on teaching aspects of the program, and did not display a transition of responsibilities.

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Section: Discussionmentioning

confidence: 99%

Development of Teachers as Scientists in Research Experiences for Teachers Programs

Faber¹,

Hardin²,

Klein-Gardner³

et al. 2014

Journal of Science Teacher Education

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show abstract

“…The majority of K-12 teachers do not have experience participating in science or engineering, and in any case, short-term efforts (e.g., research experiences for teachers (RET) models) promote inconsistent improvements in classroom practice (Brown & Melear, 2007;Raphael, Tobias, & Greenberg, 1999;Sadler, Burgin, McKinney, & Ponjuan, 2010;Schwartz, Lederman, & Crawford, 2004). Furthermore, without firsthand experiences they do not have engineering contexts on which to reflect in order to develop understanding about engineering, and the relationships between science and engineering.…”

Section: Engineering Education In Science Classroomsmentioning

confidence: 99%

“…Despite the inclusion of engineering practices in the NGSS (NGSS Lead States, 2013), US science teachers generally lack engineering coursework (Banilower et al, 2013). They also generally lack authentic experiences with science and engineering and thus opportunities for explicit, reflective instruction (Brown & Melear, 2007;Raphael et al, 1999;Sadler et al, 2010;Schwartz et al, 2004).…”

Section: Study Overviewmentioning

confidence: 99%

Science Teachers’ Misconceptions in Science and Engineering Distinctions: Reflections on Modern Research Examples

Antink-Meyer¹,

Meyer

2016

Journal of Science Teacher Education

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The aim of this exploratory study was to learn about the misconceptions that may arise for elementary and high school science teachers in their reflections on science and engineering practice. Using readings and videos of real science and engineering work, teachers' reflections were used to uncover the underpinnings of their understandings. This knowledge ultimately provides information about supporting professional development (PD) for science teachers' knowledge of engineering. Six science teachers (two elementary and four high school teachers) participated in the study as part of an online PD experience. Cunningham and Carlsen's (Journal of Science Teacher Education 25:197-210, 2014) relative emphases of science and engineering practices were used to frame the design of PD activities and the analyses of teachers' views. Analyses suggest misconceptions within the eight practices of science and engineering from the US Next Generation Science Standards in four areas. These are that: (1) the nature of the practices in both science and engineering research is determined by the long-term implications of the research regardless of the nature of the immediate work, (2) engineering and science are hierarchical, (3) creativity is inappropriate, and (4) research outcomes cannot be processes. We discuss the nature of these understandings among participants and the implications for engineering education PD for science teachers.

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“…We should offer prospective teachers the opportunity to interact directly with living beings in their natural environments; that way they will discover for themselves many of their previously unknown characteristics (Howes, 2008;Yen et al, 2007) and this could promote an attitudinal change (Brown & Melear, 2007). We propose that science activities with animals should be more focused on rearing invertebrates and improving children's attitudes and knowledge about them .…”

Section: Discussionmentioning

confidence: 99%