Short-Term Research Experiences with Teachers in Earth and Planetary Sciences and a Model for Integrating Research into Classroom Inquiry

Details Short-Term Research Experiences with Teachers in Earth and Planetary Sciences and a Model for Integrating Research into Classroom Inquiry Short-Term Research Experiences with Teachers in Earth and Planetary Sciences and a Model for Integrating Research into Classroom Inquiry

Dec 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006agufmed13a1205m&link_type=abstract

American Geophysical Union, Fall Meeting 2006, abstract #ED13A-1205

Computer Science

Learning

0805 Elementary And Secondary Education, 0830 Teacher Training, 0850 Geoscience Education Research, 6207 Comparative Planetology, 8178 Tectonics And Magmatism

Scientific paper

For the past three summers, we have worked with in-service teachers on image processing, planetary geology, and earthquake and volcano content modules using inquiry methods that ended with mini-research experiences. Although almost all were science teachers, very few could give a reasonable definition of science at the start of the modules, and very few had a basic grasp of the processes of scientific research and could not include substantive scientific inquiry into their lessons. To build research understanding and confidence, an instructor-student interaction model was used in the modules. Studies have shown that children who participate in classrooms as learning and inquiry communities develop more complex understandings. The same patterns of complex understandings have resulted in similarly structured professional communities of teachers. The model is based on professional communities, emphasizing from the beginning that inquiry is a form of research. Although the actual "research" component of the modules was short, the teachers were identified as professionals and researchers from the start. Research/inquiry participation is therefore an excellent example by which to allow their teachers to learn. Initially the teachers were very reluctant to pose questions. As they were encouraged to share, collaborate, and support each other, the role of the instructor became less of a leader and more of a facilitator, and the confidence of the teachers as professionals and researchers grew. One teacher even remarked, "This is how we should be teaching our kids!' Towards the end of the modules the teachers were ready for their mini- research projects and collaborated in teams of 2-4. They selected their own research topics, but were guided toward research questions that required data collection (from existing studies), some data manipulation, interpretation, and drawing conclusions with respect to the original question. The teachers were enthusiastic about all of their research experiences and overall expressed a new understanding of science and research.

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