Research models with dissemination activities for research experience for teachers (RET)

Agarwal, Mangilal; Sorge, Brandon; Fore, Grant; Minner, Dan; Feldhaus, Charles; Rizkalla, Maher

doi:10.1109/fie.2016.7757529

Cited by 2 publications

(1 citation statement)

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“…The RETAIN summer program culminated in a poster session where teachers' showcased their research methods and findings to the Indianapolis community. Additional details describing the RET program set-up can be found in Agarwal and colleagues' 2016 FIE publication [7].…”

Section: Study Overviewmentioning

confidence: 99%

An evaluation of a research experience for teachers in nanotechnology

Hess

Chase

Minner

et al. 2017

2017 IEEE Frontiers in Education Conference (FIE)

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This study involves the evaluation of the second implementation of a Research Experiences for Teacher Advancement In Nanotechnology (RETAIN) program offered at Indiana University-Purdue University Indianapolis (IUPUI). RETAIN represents a professional development model for providing high school teachers with laboratory research experiences in nanoscience and related content areas. In this intensive summer program, teachers spend six weeks conducting nanotechnology-related research in an IUPUI lab. As part of the RETAIN program, teachers complete six credit hours of coursework, wherein they translate their research experiences into the design of classroom modules. Teachers are expected to then implement their modules within their own classrooms during the subsequent academic year. This evaluation focuses on teachers' experiences in IUPUI labs during the summer of 2016, along with three teachers' implementation of nanotechnology labs within their courses during the 2016-2017 school year. To evaluate RETAIN, we explored teacher satisfaction, changes in teachers' content knowledge and nanotechnology perceptions, as well as changes in teachers' epistemological beliefs. Further, we explored the impact of the three teachers' module integration on their students' STEM attitudes and nanotechnology perceptions. The findings indicated that teachers were generally satisfied with the research and course experiences. Further, as a result of RETAIN participation, teachers showed increased nanotechnology content knowledge and knowledge of nanotechnology-related careers. Lastly, three teachers' integration of nanotechnology modules indicated that their students had significantly improved perceptions of nanotechnology's potential coupled with more knowledge of nanotechnology-related careers. The paper concludes with considerations of the quantitative findings in light of teachers' written reflections and author observations of teacher module integration in their classrooms.

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Section: Study Overviewmentioning

confidence: 99%