Reflection

1. PROFILES - Tallinn workshop 22-23 May 2011 Reflection Rachel Mamlok-Naaman PROFILES meeting, Talline, May 2011

2. The current reform in science education is characterized by: * The development of new science curricula *The professionalization of science teachers Content knowledge, Curriculum knowledge, knowledge of science teaching and learning theory PROFILES meeting, Talline, May 2011

3. The Professional Development Standards describe the criteria for the preparation and ongoing opportunities that teachers must have to gain and maintain the knowledge base and skills, and to provide the learning opportunities for students that the teaching standards define. Bybee (1995) PROFILES meeting, Talline, May 2011

4. Planning for professional development should consist of a combination of strategies in order to form a unique design Action Research PROFILES meeting, Talline, May 2011

5. Why? ·Teachers are intelligent, inquiring individuals with important expertise and experiences. ·By contributing to or formulating their own questions teachers grow professionally. ·Teachers are motivated to use effective practices when they are investigating the results of their action in the classroom. Loucks-Horsley, Hewson, Love, & Stiles (1998) PROFILES meeting, Talline, May 2011

6. How should we strive at accomplished teaching? • Accomplished teaching should always occur simultaneously with reflection, in order to improve the teaching strategy. • It should be followed by protocols assembled in a portfolio, which can be used to demonstrate evidence-based accomplished practice in science teaching, in an effort to achieve more effective teaching. • The portfolio should document the activities, interactions, and behavior in the chemistry laboratory where inquiry-type experiments are implemented. It can be viewed as a systematic and organized collection of evidence used to monitor the growth of a learner's knowledge, skills, and attitudes in a specific content area.

7. Action Research *The teachers select teaching problems in their own teaching environment and investigate them. *The investigators are also the customers. Therefore, they can draw conclusions and apply them in class. *This kind of research is usually done in collaboration between colleagues, and it endorses team work. PROFILES meeting, Talline, May 2011

8. Action Research *Inquiry into their teaching and their students‘ learning in their own classroom. *Teachers research their own practice of teaching. Feldman & Minstrel (2000) PROFILES meeting, Talline, May 2011

9. Action Research *To try to find out what is actually going on. *To monitor and thereby formatively influence the direction of new developments. *To evaluate what is already taking place. Lewis and Munn (1987) PROFILES meeting, Talline, May 2011

10. Action Research- Why? *Scientists from academic institutions are usually unfamiliar with the “culture” and atmosphere in class. *Academic research is usually performed in a traditional manner. *The teachers take interest in the individual rather than in the class. PROFILES meeting, Talline, May 2011

11. The program *Twenty-two high-school chemistry teachers *Weekly meetings at the National Center for Chemistry Teachers *The Action Research workshop was part of the program and consisted of eight meetings PROFILES meeting, Talline, May 2011

12. The objectives of the workshop: 1. To use Action Research as a tool for the professional development of the chemistry teachers. 2. To encourage the creation of a professional community of chemistry teachers. 3. To establish a leading–teachers’ team that will perform Action Research with teachers. PROFILES meeting, Talline, May 2011

13. The teachers: 22 teachers At least 10 years of experience At least a B.Sc. in chemistry and twelve teachers had an even higher academic degree PROFILES meeting, Talline, May 2011

14. The main emphasis of the program was in three domains: Content knowledge Curriculum development Pedagogical content knowledge PROFILES meeting, Talline, May 2011

15. The Workshop Syllabus *Action research principles *Qualitative research approach *Methodology (rationale for choosing a subject for the research; defining a meaningful research question; research tools and data collection; data analysis…) *Reflection on each of the stages *Written reports PROFILES meeting, Talline, May 2011

16. The Various Stages of Action Research 2. Planning the research 3. Data collecting and analyzing 1. Identification of the problem and selecting a research question 4. Implementing the change 6. Evaluating and reflecting 5. Data collecting and analyzing PROFILES meeting, Talline, May 2011

17. Examples of the research questions Pedagogical What will happen to my students’ understanding if I quicken my teaching pace? Which teaching strategy is more effective for problem solving regarding “Proteins”: graphic demonstrations or table presentation? PROFILES meeting, Talline, May 2011

18. Affective How do alternative assessment methods influence students’ attitudes toward chemistry studies? What is the impact of integrating group work, using technology tools on the chemistry classroom environment? PROFILES meeting, Talline, May 2011

19. Behavioral What is more effective: presentation of test corrections or having the students work on them in class? Will the changes implemented in the classroom motivate and improve the non-science-oriented students’ behavior in the science class? PROFILES meeting, Talline, May 2011

20. Cognitive How can the teacher cope with students’ difficulties in understanding the subject “chemical equilibrium”? PROFILES meeting, Talline, May 2011

21. The case study Research question Will the changes implemented in the classroom motivate and improve the non-science-oriented students’ behavior in the science class? PROFILES meeting, Talline, May 2011

22. Research Tools Developed by the Teachers Semi-structured interviews A questionnaire consisting of eight open-ended questions PROFILES meeting, Talline, May 2011

23. Categorization techniques (for the qualitative data) recommended by Shkedi (2003): (1) Categorizing each interview by its content. (2) Developing more general categories across the interviews. (3) Mapping all interviews according to the chosen domain. (4) Proposing assertions based on the accumulated data, which will contribute to a better understanding of the teachers’ professional development.  PROFILES meeting, Talline, May 2011

24. Teachers’ reflections Categorization of “change” 1. Enactment followed by reflection 2. Being a member of a professional community 3. Having contact with science teaching experts PROFILES meeting, Talline, May 2011

25. Enactment followed by reflection "I certainly think that I will use Action Research tools in my teaching. This year I taught chemistry by the inquiry approach and the students were already used to the group that they had experienced last year. Moreover, I assessed the change in my teaching strategy, using the tools that I had experienced within the Action Research workshop." PROFILES meeting, Talline, May 2011

26. Being a member of a professional community "During the workshop meetings we consulted each other; we kept contact through email and exchanged information and ideas. For instance, the discussions in the workshop helped me define my Action Research question. I presented my project to the group and I received meaningful feedback." PROFILES meeting, Talline, May 2011

27. Team work “Our teamwork in school was definitely influenced by my activities in the workshop, I instructed a member of our team who did not participate in the workshop, and this year we are working together and teaching in the same chemistry courses.” PROFILES meeting, Talline, May 2011

28. Having contact with science teaching experts “I think that without the close contact and the instruction of the coordinators, I would not have been able to conduct an Action Research study. I was a science researcher before and I had to change the way I think. It took me some time to understand the research methodology, but through the workshop I developed it.” PROFILES meeting, Talline, May 2011

29. Summary The teachers experienced a new process in their for professional development *Obtained new insights regarding their teaching *Were able to improve and promote their classroom instruction PROFILES meeting, Talline, May 2011

30. *The teachers started to investigate their own work and to explore systematically how their students learn the subject matter *The collaboration between the teachers in the group was fruitful and promoted their practical knowledge and teaching strategies. *The teachers started to develop necessary leadership skills. PROFILES meeting, Talline, May 2011

31. *The teachers learned to better understand their students and how they think and learn *The teachers enhanced their professional esteem and shared their experiences with their colleagues *The teachers successfully implement changes in the classroom PROFILES meeting, Talline, May 2011

32. The teachers worked on several aspects of their practice and selected research questions from several domains: Pedagogical Affective Behavioral Cognitive PROFILES meeting, Talline, May 2011

33. Action Research - a tool for the professional development of teachers Provides an environment of: *Support - regarding its methodology, procedures, and activities (designing tools, collecting data, analyzing, and interpreting the results, applying the findings in the science classroom, etc) PROFILES meeting, Talline, May 2011

34. Action Research - a Tool for the Professional Development of Teachers *Collegiality *Collaboration with professional researchers Encouragesteachers to reflect on their practice PROFILES meeting, Talline, May 2011

35. Thank you! PROFILES meeting, Talline, May 2011

36. הערכת עבודה על מדען

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40. Rubrics given to the students for ”Critical reading of scientific articles”

41. Rubrics given to the students for ”Critical reading of scientific articles”

42. Rubrics given to the students for ”Critical reading of scientific articles”