Fostering Impactful Research Experiences for Teachers (RETs)

Blanchard, Margaret R.; Sampson, Victor

doi:10.12973/ejmste/80352

Cited by 9 publications

(7 citation statements)

References 32 publications

(53 reference statements)

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“…, 2015; Godin et al. , 2015; Miranda and Damico, 2015; Blanchard and Sampson, 2017; Hardré et al. , 2017; Ragusa and Juarez, 2017); and K–12 assessments (Silverstein et al.…”

Section: Discussion Implications and Directions For Future Researchmentioning

confidence: 99%

Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs

Krim

Coté

Schwartz

et al. 2019

LSE

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In efforts to increase scientific literacy and enhance the preparation of learners to pursue careers in science, there are growing opportunities for students and teachers to engage in scientific research experiences, including course-based undergraduate research experiences (CUREs), undergraduate research experiences (UREs), and teacher research experiences (TREs). Prior literature reviews detail a variety of models, benefits, and challenges and call for the continued examination of program elements and associated impacts. This paper reports a comprehensive review of 307 papers published between 2007 and 2017 that include CURE, URE, and TRE programs, with a special focus on research experiences for K–12 teachers. A research-supported conceptual model of science research experiences was used to develop a coding scheme, including participant demographics, theoretical frameworks, methodology, and reported outcomes. We summarize recent reports on program impacts and identify gaps or misalignments between goals and measured outcomes. The field of biology was the predominant scientific disciplinary focus. Findings suggest a lack of studies explicitly targeting 1) participation and outcomes related to learners from underrepresented populations, 2) a theoretical framework that guides program design and analysis, and, for TREs, 3) methods for translation of research experiences into K–12 instructional practices, and 4) measurement of impact on K–12 instructional practices.

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“…, 2015; Godin et al. , 2015; Miranda and Damico, 2015; Blanchard and Sampson, 2017; Hardré et al. , 2017; Ragusa and Juarez, 2017); and K–12 assessments (Silverstein et al.…”

Section: Discussion Implications and Directions For Future Researchmentioning

confidence: 99%

Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs

Krim

Coté

Schwartz

et al. 2019

LSE

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“…The literature on short-term research experiences such as RETs demonstrates that teachers' participation in the research experiences with scientists can improve their understandings of scientific inquiry (Bahbah et al, 2013;Blanchard & Sampson, 2018;Buxner, 2014;Herrington et al, 2016), perceptions of inquiry (Peters-Burton et al, 2015), confidence in science and inquiry (Cutucache et al, 2017), and views of scientific inquiry (Hughes et al, 2012). However, it has also been demonstrated that the teachers' conceptions of the practices of science remain naïve even after completing an RET (Ozalp, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Experiencing Tightly and Loosely Structured Research Groups: The Influence on Preservice Science Teachers’ Abilities to Engage in Science Practices

Özalp

Feldman

2022

INTERDISCIP J ENV SCI ED

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There have been recent calls for students to not only learn the content of science, but also its practices. If teachers are to teach their students how to engage in those practice, then they need to have at least had some experience engaging in them. The US NSF research experiences for the teachers (RET) programs provide opportunities for the teachers to engage in those practices. In those programs, the teachers work in research groups that vary in the ways in which they are structured. This suggests they might gain different experiences depending on their research groups even if the teachers participate in the same program. Because of this reason, in this study we aimed to find out how participating in differently structured research groups influence preservice teachers' abilities to engage in science practices. By using a comparative case study approach, we compared two preservice science teachers' experiences and abilities in an RET program that required teachers to engage in research projects. Analysis of data from preservice teacher and graduate student mentor surveys and interviews, and observation notes indicated that the preservice teacher who participated in a loosely structured research group did not have the opportunity to improve in most of the practices and left the program as a novice researcher. On the other hand, the preservice teacher who participated in a tightly structured research group improved in most of the practices and to being a proficient technician.

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“…However, mixed results were obtained with regard to the changes in teacher practices (Capps et al, 2012 ; Krim et al, 2019 ; Sadler et al, 2010 ). While difficulties associated with the transfer of the RE to the classroom context were reported by some studies (Brown & Melear, 2007 ; Schwartz et al, 2013 ), others reported changes (Blanchard & Sampson, 2018 ; Hughes et al, 2012 ). Nevertheless, in some of these investigations, direct analysis of teacher practices was not considered, and the assessment is based on self-reported data through interviews or based on information sent by the participants (videos or lessons plans).…”

Section: Introductionmentioning

confidence: 98%

The Influence of Real-Context Scientific Activities on Preservice Elementary Teachers’ Thinking and Practice of Nature of Science and Scientific Inquiry

2022

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Understanding how and why science works is a major goal of science education. The aim of this article is to analyze the influence of a research experience in real science contexts, in the thinking and practice of preservice elementary teachers regarding inquiry and nature of science teaching. An in-depth case study which highlights the affordances and shortcomings of the participants’ immersion in real science contexts and in seminars and its impact on participants’ thoughts and practices of nature of science and inquiry will be presented. Interviews, observations, diaries, and videotaped seminars were used for data collection. Our findings suggest that the research experience, as well as moments of reflection, contributed to enhance the relevance of an inquiry-based teaching and teaching about NOS in the participants’ discourse. However, the implementation of these classroom practices was limited and seemingly prevented due to various constraints, namely the initial teacher training, participants’ lack of teaching experience, and those associated with elementary students and the curriculum.

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Fostering Impactful Research Experiences for Teachers (RETs)

Cited by 9 publications

References 32 publications

Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs

Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs

Experiencing Tightly and Loosely Structured Research Groups: The Influence on Preservice Science Teachers’ Abilities to Engage in Science Practices

The Influence of Real-Context Scientific Activities on Preservice Elementary Teachers’ Thinking and Practice of Nature of Science and Scientific Inquiry

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