Diana L. Payne Connecticut Sea Grant / University of Connecticut December 11, 2006
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Transcript of Diana L. Payne Connecticut Sea Grant / University of Connecticut December 11, 2006
A Teacher Research Experience: Immersion Into the World of Practicing Ocean ScientistsDiana L. Payne
Connecticut Sea Grant / University of Connecticut
December 11, 2006AGU Annual Conference San Francisco, CA
Statement of the Problem Limited published educational research exists
regarding the effects of a Teacher Research Experience (TRE) on teachers, students and scientists
Effective professional development experiences for teachers can have an impact on teacher epistemology, pedagogy and student attitudes toward science
A teacher’s beliefs can contribute greatly to classroom practice, therefore impacting student learning, attitudes and beliefs
Theoretical Framework Perry (1968): epistemological beliefs are
influenced by education and experiences Professional development (PD) experiences
have a direct effect on teachers’ knowledge and understanding of science and pedagogy and on teachers’ confidence and enthusiasm (Dubner, 2000; Fraser-Abder & Leonhardt, 1996; Pajares, 1992)
Effective PD programs can change teachers’ beliefs about science instruction and can provide a better understanding of how to use science inquiry to solve problems and apply scientific concepts
PD and TRE Participation in a TRE indicated an increase in the
understanding of how science is practiced, the ability to communicate what scientists actually do, changes in pedagogy, and new professional networks (Raphael et al., 1999)
Strategies for professional learning of teachers of mathematics and science include partnerships with scientists and immersion into the world of scientists and mathematicians (Loucks-Horsley, Love, Stiles, Mundry, & Hewson, 2003)
Scientists can serve as role models and “coaches” for teachers – a practice which has been shown to dramatically increase the transfer of knowledge, skill and application to the classroom (Joyce & Showers, 2002)
Methods Focus on shipboard educators
Six (6) secondary science teachers 12 day research cruise Prior to the cruise, teachers received primary
source literature and web links provided by scientists
Scientists received short introductory background statement provided by the teachers
State-of-the-art research vessel (R/V Atlantis) and sampling (DSV Alvin)
R/V Atlantis & DSV Alvin
Methods Case study for each teacher Concurrent mixed methods study:
Pre and post cruise classroom observations Pre and post cruise Science Teachers’ Beliefs About Science (STBAS) survey Teacher semi-structured pre and post cruise interviews Teacher journals during the cruise Reflective journal 8 months post-cruise
Theme 1 - “Hands-on experiences”
Importance of “hands on” experiencesFor teachers, this meant involvement in the
researchFor scientists, it meant becoming directly
involved in the education (e.g., development and execution of activities pre, during or post cruise)
Theme 2 - Integration / Interactions Strong integration and positive interactions among
ship’s crew, scientists, technicians and teachers led to positive interactions with the research and scientists
Integration and positive interactions led to:Confidence to assist with the researchConfidence to teach students about careers in science
and advances in scientific technologyAbility to effectively stimulate student excitement about
scienceAwareness of how much remains unknown about
ocean scienceKnowledge and insights into science
Theme 3 - Teaching & Learning Opportunity for teachers to experience
“first-hand how science works” Recognition that science is exploratory in
nature Highlights the risk-taking and problem
solving characteristics of scientists Acknowledge that there is not always a
“correct” answer, and that being “wrong” is an important part of the learning and discovery process
Data gathered during the research cruise can be used as curriculum resource
Additional Findings All teachers developed new content-based
lessons and / or laboratory activities There were no significant differences on the
pre-post STBAS survey Teachers “recruited” DSV Alvin crew to speak
to their class or at a conference At least one teacher will be presenting at
NMEA 2007 in Portland Maine One teacher has developed a new course in
Oceanography
Summary of Findings Teachers’ prior knowledge of scientists’ research
focus facilitates rewarding interactions Teachers and scientists give high priority to
teachers’ hands-on involvement in the research process
Shipboard experience for teachers: Increased confidence in science researchUltimately makes marine research & ocean science
more accessible for classroom studentsHighlights diversity of career opportunities
Teachers value authentic data collected
Issues – Pro and Con
Weather – two hurricanes prevented many DSV Alvin dives (only 2.5 dives)
Limited dives allowed for more scientist-crew-teacher interaction (Education Panel)
Time away from school – some districts more supportive than others
Students excited to follow teacher’s experience Sustainability and funding
Future Research Expanded assessment of:
Teacher attitudes toward science and scientific research Student attitudes toward science Scientists’ perceptions about and attitudes toward science
education and collaborative work with science educators Which TRE activities, processes, interactions and/or
experiences do teachers perceive to affect their attitudes and beliefs?
Long term partnerships to obtain: Longitudinal data on participating students’ performance in
science Longitudinal data on participating teachers’ pedagogy and
attitudes toward scientists and scientific research
Focused effort on highlighting work of teachers – direct attention during cruise on science education
Acknowledgements
Connecticut Sea Grant College Program NOAA National Sea Grant Office NOAA National Undersea Research Center – North
Atlantic and Great Lakes (NOAA NURC NA & GL)
Contact information: [email protected]