Exploring the Effects of Teacher Research Experiences on Classroom Inquiry

1. Exploring the Effects of Teacher Research Experiences on Classroom Inquiry PI – Dr. Ellen Granger, Co-PI’s – Dr. Sherry Southerland & Dr. Patricia Dixon Researchers: Dr. Yavuz Saka, Barry Golden, Patrick Enderle, Roxanne Hughes, Sherelle Lowe, Denise Freeman The Office of Science Teaching Activities, The School of Teacher Education, The Center for Integrating Research and Learning The Florida State University, Tallahassee, FL Objective Reform in science education calls for a very different portrait of science teaching/learning than many current teachers, so professional development of science teachers becomes essential in reform efforts. The goal of this research was to compare changes in science teachers, in terms of their knowledge, beliefs and teaching practices, that occurred as a result of their participation in two different RET professional development programs. • Methodology • Mixed-methods approach • Examined teachers’ beliefs conceptions and teaching practices before and after a 6-week professional development program using pre and post surveys, reflective journaling, interviews, and videos • Two RET programs were compared… • 2 cohorts/2 years; 45 teachers total: • 21 in science-based RET; 24 science + pedagogy RET • Across grade and experience levels, disciplines, and location • Varied professional development experience Data Sources • Conclusions • Both RET programs demonstrated a decrease in teachers’ pedagogical discontentment. • Program choice was related to teachers pedagogical discontentment. Teachers with higher Pedagogical Discontentment scores (pre-program) chose the program targeting inquiry. • Teachers’ self-efficacy was increased as the result of both programs. • Teachers’ from both programs did enact more inquiry oriented practice, if only slightly. • Implications • Further years of data collection will strengthen the quantitative and qualitative analysis and findings. • Pedagogical Discontentment emerges as a theoretical construct to understanding engagement of reform based teaching practices by teachers. • The design of effective inquiry professional development can be informed by Pedagogical Discontentment measures, including participant selection. RET Programs Results Pedagogical Discontentment Science RET Model (Mag Lab) Science + Pedagogy RET (Marine Lab) Overall Scientific Inquiry • National High Magnetic Field Laboratory (NHMFL; Mag Lab) • On-going cutting-edge research participation • Faculty laboratories experience • Daily “lab coat” activities Linear Regression Modeling • Findings • Pedagogical Discontentment measures have produced the most significant results, explaining 43% of the variation in scores by program choice alone. • BARSTL & TOSRA instruments did not produce significant results. • Teachers perceive themselves as using inquiry in the classroom more often after participation in either RET. • Teaching practices exhibited some degree of actual, positive change as a result of participation in either RET. Pedagogical Inquiry • FSU Coastal/Marine Lab • “inquiry on the process of inquiry”  • Master teacher and scientist • Independent Research projects • Lesson creation and Pedagogical reflection • Selected References • Blanchard, M., Southerland, S., & Granger, E. (2008). No silver bullet for inquiry: Making sense of teacher change following an inquiry-based research experience for teachers. Science Education, 93(2), 322-360. • Dixon, P., & Wilke, R. (2007). The influence of a teacher research experience on elementary teachers' thinking and instruction. Journal of Elementary Science Education, 19(1), 25-43. • Gess-Newsome, J., Southerland, S., Johnston, A., & Woodbury, S. (2003). Educational reform, personal practice theories, and dissatisfaction: The anatomy of change in college science teaching. American Educational Research Journal, 40(3), 731-767. • Southerland, S.A., Sowell, S., Kahveci, M., Granger, D.A., & Saka, Y. (2007). Working to measure the impact of professional development activities: Offering an instrument to quantify science teachers pedagogical discontentment. Paper to be presented at the annual meeting of the National Association of Research in Science Teaching, New Orleans, LA, April 15-18, 2007.