Diana L. Payne Connecticut Sea Grant / University of Connecticut December 11, 2006

1. A Teacher Research Experience: Immersion Into the World of Practicing Ocean Scientists Diana L. Payne Connecticut Sea Grant/ University of Connecticut December 11, 2006 AGU Annual Conference San Francisco, CA

2. Statement of the Problem • Limited published educational research exists regarding the effects of a Teacher Research Experience (TRE) on teachers, students and scientists • Effective professional development experiences for teachers can have an impact on teacher epistemology, pedagogy and student attitudes toward science • A teacher’s beliefs can contribute greatly to classroom practice, therefore impacting student learning, attitudes and beliefs

3. Theoretical Framework • Perry (1968): epistemological beliefs are influenced by education and experiences • Professional development (PD) experiences have a direct effect on teachers’ knowledge and understanding of science and pedagogy and on teachers’ confidence and enthusiasm (Dubner, 2000; Fraser-Abder & Leonhardt, 1996; Pajares, 1992) • Effective PD programs can change teachers’ beliefs about science instruction and can provide a better understanding of how to use science inquiry to solve problems and apply scientific concepts

4. PD and TRE • Participation in a TRE indicated an increase in the understanding of how science is practiced, the ability to communicate what scientists actually do, changes in pedagogy, and new professional networks (Raphael et al., 1999) • Strategies for professional learning of teachers of mathematics and science include partnerships with scientists and immersion into the world of scientists and mathematicians (Loucks-Horsley, Love, Stiles, Mundry, & Hewson, 2003) • Scientists can serve as role models and “coaches” for teachers – a practice which has been shown to dramatically increase the transfer of knowledge, skill and application to the classroom (Joyce & Showers, 2002)

5. Methods • Focus on shipboard educators • Six (6) secondary science teachers • 12 day research cruise • Prior to the cruise, teachers received primary source literature and web links provided by scientists • Scientists received short introductory background statement provided by the teachers • State-of-the-art research vessel (R/V Atlantis) and sampling (DSV Alvin)

6. R/V Atlantis & DSV Alvin

7. Methods • Case study for each teacher • Concurrent mixed methods study: • Pre and post cruise classroom observations • Pre and post cruise Science Teachers’ Beliefs About Science (STBAS) survey • Teacher semi-structured pre and post cruise interviews • Teacher journals during the cruise • Reflective journal 8 months post-cruise

8. Theme 1 - “Hands-on experiences” • Importance of “hands on” experiences • For teachers, this meant involvement in the research • For scientists, it meant becoming directly involved in the education (e.g., development and execution of activities pre, during or post cruise)

9. Theme 2 - Integration / Interactions • Strong integration and positive interactions among ship’s crew, scientists, technicians and teachers led to positive interactions with the research and scientists • Integration and positive interactions led to: • Confidence to assist with the research • Confidence to teach students about careers in science and advances in scientific technology • Ability to effectively stimulate student excitement about science • Awareness of how much remains unknown about ocean science • Knowledge and insights into science

10. Theme 3 - Teaching & Learning • Opportunity for teachers to experience “first-hand how science works” • Recognition that science is exploratory in nature • Highlights the risk-taking and problem solving characteristics of scientists • Acknowledge that there is not always a “correct” answer, and that being “wrong” is an important part of the learning and discovery process • Data gathered during the research cruise can be used as curriculum resource

11. Additional Findings • All teachers developed new content-based lessons and / or laboratory activities • There were no significant differences on the pre-post STBAS survey • Teachers “recruited” DSV Alvin crew to speak to their class or at a conference • At least one teacher will be presenting at NMEA 2007 in Portland Maine • One teacher has developed a new course in Oceanography

12. Summary of Findings • Teachers’ prior knowledge of scientists’ research focus facilitates rewarding interactions • Teachers and scientists give high priority to teachers’ hands-on involvement in the research process • Shipboard experience for teachers: • Increased confidence in science research • Ultimately makes marine research & ocean science more accessible for classroom students • Highlights diversity of career opportunities • Teachers value authentic data collected

13. Issues – Pro and Con • Weather – two hurricanes prevented many DSV Alvin dives (only 2.5 dives) • Limited dives allowed for more scientist-crew-teacher interaction (Education Panel) • Time away from school – some districts more supportive than others • Students excited to follow teacher’s experience • Sustainability and funding

14. Future Research • Expanded assessment of: • Teacher attitudes toward science and scientific research • Student attitudes toward science • Scientists’ perceptions about and attitudes toward science education and collaborative work with science educators • Which TRE activities, processes, interactions and/or experiences do teachers perceive to affect their attitudes and beliefs? • Long term partnerships to obtain: • Longitudinal data on participating students’ performance in science • Longitudinal data on participating teachers’ pedagogy and attitudes toward scientists and scientific research • Focused effort on highlighting work of teachers – direct attention during cruise on science education

15. Acknowledgements • Connecticut Sea Grant College Program • NOAA National Sea Grant Office • NOAA National Undersea Research Center – North Atlantic and Great Lakes (NOAA NURC NA & GL) Contact information: diana.payne@uconn.edu