Effects of Research Apprenticeship on In-Service Teachers’ Understanding of Nature of Science

1. Effects of Research Apprenticeship on In-Service Teachers’ Understanding of Nature of Science Michelle R. Edgcomb Friday C&I 575 May 5, 2010

2. 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

3. What Is Science? Practical vs. Esoteric Content vs. Process Accessible vs. Remote Layperson vs. Practitioner Knowing vs. Doing “Proof” vs. Theory

4. 1996 NSES6 Rote3,4,5 Teacher-Centered Inquiry Didactic

6. Why?7,8

7. Professional Development Content Understanding Nature of Science (NOS) Inquiry Practices

8. Research Apprenticeships Content Understanding9 Nature of Science9 Inquiry Practices?

9. Research Apprenticeships Varying results10 Varying lengths10

10. 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.

11. 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?

12. Length of Immersion Content Time on Inquiry NOS

13. NOS Time on inquiry Content

14. 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

15. Recruit cohort April-May 2011 Informed consent Safety training Inquiry Journals Pre-assessments

16. Research immersion June-September 2011 Weekly seminars Post-assessments Inquiry Journals

17. Methodology • Mixed methods • Quantitative content • Qualitative NOS and Time on Inquiry • Non-experimental • No control • Convenience sampling • N=30, n=15

18. Assessments • Diagnostic Science Assessments for Middle School Teachers11 • The Views on Nature of Science-C12 • Teacher journals10

19. Analysis • Dependent t-test • Pre/post within group • Independent t-test • Pre/post between groups • Qualitative analysis • Journals • Interviews

20. Ethical Considerations Concerns Interventions Physical safety General workshops Established protocols Lowered self-efficacy Program advisor Cohort seminars

21. Limitations Control Length10 Lag-time13

22. 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.

23. 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

24. 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.

25. 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.