Research Experience as a Component of Science and Mathematics Teacher Preparation

Raphael, Jacqueline; Tobias, Sheila; Greenberg, R.

doi:10.1023/a:1009476025192

Cited by 22 publications

(14 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…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%

See 1 more Smart Citation

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

Antink-Meyer¹,

Meyer

2016

Journal of Science Teacher Education

View full text Add to dashboard Cite

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.

show abstract

Section: Engineering Education In Science Classroomsmentioning

confidence: 99%

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

View full text Add to dashboard Cite

show abstract

“…Undergraduates participating in research experiences perceived themselves to have increased their research skills, including their abilities to formulate hypotheses, design experiments, and interpret data (Kardash, 2000). In the case of preservice teachers, the benefits of participation in a research experience included an increased understanding of the scientific method and how science is conducted, an ability to communicate what scientists actually do, changes in pedagogical practices, and new professional networks (Raphael, Tobias, & Greenberg, 1999). Content knowledge increased among secondary science teachers as a result of the experience, while beliefs about the nature of science and self-efficacy showed no change (Buck, 2003).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The influence of a teacher research experience on elementary teachers’ thinking and instruction

Dixon

Wilke

2007

J Elem Sci Edu

View full text Add to dashboard Cite

The purpose of this study was to investigate whether and how elementary teachers' thinking and instruction changed as a result of a teacher research experience. Each teacher worked with a scientist conducting research for a period of six weeks. Data in the form of classroom observations and interviews was collected before and after the research experience. Also, document analysis of journals kept during the research experience was conducted. Case studies for three elementary teachers describe the specific changes to thinking and instruction that resulted from the research experience and how such changes differed between beginning and experienced elementary teachers.

show abstract

“…Such programs have been shown to increase teachers' content knowledge [12][13][14][15]. They have also been shown to increase teachers' knowledge and confidence of using scientific and laboratory instruments and techniques [12,16].…”

Section: Introductionmentioning

confidence: 99%

“…Teachers reported being more enthusiastic about science and science research [16]. Teachers reported continuing the collaboration with their mentor scientist [15,16]. Finally, teachers noted their appreciation for opportunities for collaboration and support from scientists [12,14].…”

Section: Introductionmentioning

confidence: 99%

Major outcomes of an authentic astronomy research experience professional development program: An analysis of 8 years of data from a teacher research program

Rebull

French

Laurence³

et al. 2018

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

The NASA/IPAC Teacher Archive Research Program (NITARP) provides a year-long authentic astronomy research project by partnering a research astronomer with small groups of educators. NITARP has worked with a total of 103 educators since 2005. In this paper, surveys are explored that were obtained from 74 different educators, at up to four waypoints during the course of 13 months, from the class of 2010 through the class of 2017; those surveys reveal how educator participants describe the major changes and outcomes in themselves fostered by NITARP. Three-quarters of the educators self-report some or major changes in their understanding of the nature of science. The program provides educators with experience collaborating with astronomers and other educators, and forges a strong link to the astronomical research community; the NITARP community of practice encourages and reinforces these linkages. During the experience, educators get comfortable with learning complex new concepts, with ∼40% noting in their surveys that their approach to learning has changed. Educators are provided opportunities for professional growth; at least 12% have changed career paths substantially in part due to the program, and 14% report that the experience was "life changing." At least 60% express a desire to include richer, more authentic science activities in their classrooms. This work illuminates what benefits the program brings to its participants; the NITARP approach could be mirrored in similar professional development programs in other STEM subjects.

show abstract

Research Experience as a Component of Science and Mathematics Teacher Preparation

Cited by 22 publications

References 2 publications

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

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

The influence of a teacher research experience on elementary teachers’ thinking and instruction

Major outcomes of an authentic astronomy research experience professional development program: An analysis of 8 years of data from a teacher research program

Contact Info

Product

Resources

About