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The Role Performing Undergraduate Research plays toward Becoming a Reflective Practitioner

The Role Performing Undergraduate Research plays toward Becoming a Reflective Practitioner. Dawn Del Carlo Leah Isbell Holly Hinkhouse 19 th BCCE, Purdue University August 1, 2006. Undergrad Research in Science.

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The Role Performing Undergraduate Research plays toward Becoming a Reflective Practitioner

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  1. The Role Performing Undergraduate Research plays toward Becoming a Reflective Practitioner Dawn Del Carlo Leah Isbell Holly Hinkhouse 19th BCCE, Purdue University August 1, 2006

  2. Undergrad Research in Science • Research on the effects and benefits of undergraduate research in the sciences is gaining in popularity (Seymour, 2004). • However, a similar trend does not exist in teacher education.

  3. The Reflective Practitioner • Teaching and learning are sciences that use (Dewey, 1910): • Grounded theory • Quantification • Observation • Learning to teach and learning to inquire are inseparable (Cochran-Smith & Lytle, 1993) • Leads to the idea of Teacher-as-Researcher

  4. Teaching the act of Reflection • Analyses of current status in teacher ed. • Valli, L. Ed. (1992) Reflective Teacher Education: Cases and Critiques • Pedro, J. (2005) Reflective Practice 6(1), 49-66 • Jay, J.K. & Johnson, K.L., (2002) Teaching and Teacher Education 18, 73-85 • Clarke, A. (1994) Int. J. Sci. Educ. 16(5) 497-509 • Textbooks • Henderson (1992) Reflective Teaching: Becoming an Inquiring Educator • Reagan, Case, & Brubacher (2000) Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools • Parsons & Brown (2002) Teacher as Reflective Practitioner and Action Researcher • Academic texts • Schon (1990) Educating the Reflective Practitioner • Schon (1991) The Reflective Turn: Case Studies in and on Educational Practice • Zeichner & Liston (1996) Reflective Teaching: An Introduction • Russell & Hugh, Eds. (1992) Teachers & Teaching: From Classroom to Reflection

  5. Types of Reflection From: Valli, L. (1997), Peabody J. of Ed. 72(1), 67-88.

  6. Grounded Theory Approach to Qualitative Research • Purpose “is to specify the conditions that give rise to specific sets of action/interaction pertaining to a phenomenon and the resulting consequences.” (Strauss & Corbin, 1990, p. 251) • Techniques and procedures include: • Planning • Observing • Questioning (e.g. surveys, interviews) • Coding and making connections • Drawing Conclusions

  7. Summer 2005 Students • Leah • Senior – Student teaching Fall 2005 • Chemistry/Spanish double major with teaching certification • Participated in chemistry research the previous summer • Holly • Jr/Sr – Student teaching Spring 2006 • Chemistry teaching major with Physical Science endorsement • First research experience • Both excellent and highly motivated students • I supplied selected readings on qualitative research methods and our specific projects at the beginning of the summer

  8. The Projects • General Chemistry laboratory development/modification • Development of a study of science teacher graduates • Researching the undergraduate Summer Research Experience in Chemistry (SREC)

  9. Study of Teaching Graduates • UNI science teacher preparation heavily based in methods of inquiry. • Studies show that most new teachers do not implement inquiry methods*. • This study is meant to determine what methods our graduates are using in their first few years and why. * Adams & Krockover, 1997; Black, 2004; Brickhouse, 1992; Eick & Reed, 2001; Loughran, 1994; Volkmann & Anderson, 1997

  10. Project development Methods • Review literature and determine existing themes • Chose a theoretical perspective • Develop guiding research questions • Examine and select research methods • Obtain contact information for alumni

  11. Undergraduate SREC • Recent call for more “authentic” classroom experiences for undergraduates majoring in science. • First step is to determine what makes an experience authentic. • What is the essence of the undergraduate research experience in chemistry from the students’ perspective? • Project design and methodology pre-determined. • Holly and Leah carried out data collection, analysis and presentation.

  12. Research Methods for SREC • Nature of Science Questionnaire* given at the beginning and end of the 10 week summer research session • Electronic Journal questions sent weekly to each participant • Semi-structured Interviews conducted during weeks one, five, and ten. *Adapted from NOS survey used by Cartrette, D., Miller, M. South Dakota State University, NSF-REU

  13. Technical Reflection • Description in Teaching Practices • Dominant mode of reflection taught in teacher ed. programs • Outside “expert” researcher’s voice is dominant; teacher tries to match it • Evident in Research Practices • I supplied background literature, goals of project, and for the SREC project the methods to be used • Planning strategy for Teaching Grads study • Developing questions • Choosing theoretical framework • Determining appropriate methods

  14. Reflection-in- and on-action • Description in Teaching Practices • Reflection pertaining to one’s actions after the fact (on-action) or while they are happening (in-action) • Stems from one’s own personal experience and unique situation • Own voice is considered the “expert” • Evident in Research Practices • Interviewing (in-action): Semi-structured so some spontaneous questioning • Transcription (on-action): Forced to “re-hash” their own questioning skills and content of interviews

  15. Deliberative Reflection • Description in Teaching Practices • Decisions based on multiple sources: research, experience, advice, personal beliefs, etc… • No one voice dominates; weigh competing viewpoints • Evident in Research Practices • Coding and re-coding • Must stay focused on original questions • We as a group discussed personal/professional domain

  16. Personalistic Reflection • Description in Teaching Practices • Reflection not limited to professional issues but also the personal growth of students • Requires listening to own inner voice and the personal voice of others • Evident in Research Practices • In this case, Holly and Leah knew the participants of the SREC • Often act as sounding board/therapist for participants • Understanding their own lens vs. those of their participants

  17. Critical Reflection • Description in Teaching Practices • Goes beyond simply understanding but to improve the quality of life of others • Examines even simple action and conflicting points of view with regard to broad moral and ethical social goals • Evident in Research Practices • Comes into play with conclusions drawn from the data and implications for future practice • Goes beyond simply reporting what the data says

  18. Research and Reflection • Not really the same thing? (i.e. because the content is different, the practices will be compartmentalized) • When asked neither Holly nor Leah felt that the coding a data analysis processes were useful for teaching • Both agreed that the interviewing helped them with their questioning and listening skills • So far, only student and substitute teaching experiences…follow up after this fall

  19. Acknowledgements • Holly and Leah • Participants in the UNI-SREC

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