Effects of Research Apprenticeship on In-Service Teachers’ Understanding of Nature of Science
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Effects of Research Apprenticeship on In-Service Teachers’ Understanding of
Nature of Science
Michelle R. Edgcomb Friday
C&I 575
May 5, 2010
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1957: Launch of Sputnik spurs interest in science and engineering education1
2010: President Obama cites need for science and math education multiple times in State of the Union Address2
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What Is Science?
Layperson vs. Practitioner
Content vs. Process
“Proof” vs. TheoryKnowing vs. Doing
Practical vs. Esoteric
Accessible vs. Remote
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Rote3,4,5
Didactic
Teacher-Centered
1996 NSES6
Inquiry
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Why?7,8
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ProfessionalDevelopment
Content Understanding
Nature of Science (NOS)
Inquiry Practices
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ResearchApprenticeships
Content Understanding9
Nature of Science9
Inquiry Practices?
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ResearchApprenticeships
Varying results10
Varying lengths10
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Purpose Statement
• The purpose of this study is to determine the impact of the length of a research apprenticeship on teachers’ gains in scientific content knowledge, teachers’ gains in understanding of the nature of science, and teacher’s use of inquiry-based methods in their classroom.
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Research Questions
• Does a 150-hour research immersion program increase teachers’:– Content understanding more than a 75-hour
research immersion program?– Understanding of the nature of science more than
a 75-hour research immersion program?– Class time spent on inquiry-education more than a
75-hour research immersion program?
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Length ofImmersion
Content
NOS
Time on Inquiry
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NOS
Time on inquiry
Content
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Program Description
• pK-8 teachers placed with a research mentor
• PUSD 150
• 75 or 150 hour placement
• Graduate credit (1 or 2 hr.)
• Active research project
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Recruit cohort
Informed consent
Safety training
Inquiry Journals
Pre-assessments
April-May 2011
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Research immersion
Weekly seminars
Post-assessments
Inquiry Journals
June-September 2011
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Methodology
• Mixed methods– Quantitative content– Qualitative NOS and Time on Inquiry
• Non-experimental– No control– Convenience sampling– N=30, n=15
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Assessments
• Diagnostic Science Assessments for Middle School Teachers11
• The Views on Nature of Science-C12
• Teacher journals10
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Analysis
• Dependent t-test– Pre/post within group
• Independent t-test– Pre/post between
groups
• Qualitative analysis– Journals– Interviews
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Ethical ConsiderationsConcerns Interventions
Physical safety General workshops
Established protocols
Lowered self-efficacy Program advisor
Cohort seminars
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Limitations
Control
Length10
Lag-time13
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References
• 1Abramson, Larry (2007). Sputnik left legacy for U.S. science education. Retrieved from http://www.npr.org/templates/story/story.php?storyId=14829195
• 2Obama, Barack (2010, January 27). Remarks by the President in State of the Union Address. Retrieved from http://www.whitehouse.gov/the-press-office/remarks-president-state-union-address
• 3National Science Resources Center. (1997). Science for all children: A guide to improving elementary science education in your district. Washington, D.C.: National Academy Press.
• 4Nelson, G. (1999). Science literacy for all in the 21st century. Educational Leadership, 41, 14-17.
• 5Korb, M. A., Sirola, C., & Climack, R. (2005). Promoting physical science to education majors. Journal of College Science Teaching. XXXIV, 42-45.
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References• 6National Research Council. (1996). National Science Education
Standards. Washington, DC: National Academy Press.• 7Kelly, J. (2000). Rethinking the elementary science methods course:
A case for content, pedagogy, and informal science education. International Journal of Science Education, 22(7), 755-777.
• 8Zubrowski, B. (2007) An observational and planning tool for professional development in science education. Journal of Science Teacher Education, 18, 861-884.
• 9Westerlund, J. F., Garcia, D.M., Koke, J. R., Taylor, T.A., & Mason, D. S. (2002). Summer scientific research for teachers: The experience and its effect. Journal of Science Teacher Education, 13, 63-83.
• 10Sadler, T., Burgin, S., McKinney, L., & Ponjuan, L. (2009). Learning science through research apprenticeships: A critical review of the literature. Journal of Research in Science Teaching. doi: 10.1002/tea.20326
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References
• 11University of Louisville (2010). Diagnostic Science Assessments for Middle School Teachers. Retrieved from http://louisville.edu/education/research/centers/crmstd/diag_sci_assess_middle_teachers.html
• 12Lederman, N.G., Abd-El-Khalick, F., Bell, R.L., & Schwartz, R.S.(2001). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39, 497-521.
• 13Silverstein, S., Dubner, J., Miller, J., Glied, S., & Loike, D. (2009). Teachers’ participation in research programs improves their students’ achievement in science. Science, 326, 440-442.
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Photo Credits• Sputnik: This image or file is a work of a U.S. Air Force Airman or employee, taken or made
during the course of the person's official duties. As a work of the U.S. federal government, the image or file is in the public domain.
• President Barack Obama: Pete Souza, This image is a work of an employee of the Executive Office of the President of the United States, taken or made during the course of the person's official duties. As a work of the U.S. federal government, the image is in the public domain.
• Lecture class: U.S. Navy photo by Mass Communication Specialist Seaman James R. Evans: This image is a work of a sailor or employee of the U.S. Navy, taken or made during the course of the person's official duties. As a work of the U.S. federal government, the image is in the public domain.
• University of Louisville: Jack E. Boucher:his image or media file contains material based on a work of a National Park Service employee, created during the course of the person's official duties. As a work of the U.S. federal government, such work is in the public domain.
• Graph: GNOME Project: This work is free software; you can redistribute it and/or modify it under the terms of the GNU General Public License as published by the Free Software Foundation; either version 2 of the License, or any later version. This work is distributed in the hope that it will be useful, but WITHOUT ANY WARRANTY; without even the implied warranty of MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See version 2 and version 3 of the GNU General Public License for more details.