Science for early adolescence teachers (science FEAT): A program for research and learning

Spiegel, Samuel A.; Collins, Angelo; Gilmer, Penny J.

doi:10.1007/bf02614638

Cited by 11 publications

(3 citation statements)

References 8 publications

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“…Two studies emphasized positive aspects of apprenticeships-one revealed how apprenticeships helped in enabling teachers to implement worthwhile research experiences in their classrooms (Helmer, 1997), and the other documented the high quality of the teachers' research projects (Spiegel, Collins, & Gilmer, 1995). However, two other studies (with one being a continuation of the other) revealed that teachers do not necessarily develop complex sociological and epistemological understandings of the nature of science by only being engaged in science apprenticeships (Schwartz, Lederman, & Crawford, 2000;Westerlund et al, 2001).…”

Section: Apprenticeshipsmentioning

confidence: 99%

Beginning teachers immersed into science: Scientist and science teacher identities

2005

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ABSTRACT:We use identity as a multidimensional lens to explore ways in which beginning teachers saw themselves as scientists and as science teachers during and after 10-week summer apprenticeships at a science lab. Data included four interviews with each teacher, three during the apprenticeship and one after the first year of teaching. Two themes emerged that were used to organize the findings: (a) science as a practice and (b) science as a community of practice. Teachers came to appreciate certain science practices, speech acts, and tools. As scientists, they noticed and engaged in the nonlinearity, messiness, risk taking, evolution over time, and complexity of science (their own and others'), and in both levels of scientific activity, theory and data, and their interplay. Their scientist identity also came to incorporate the delicate dynamics of collaboration, autonomy, and mentoring within a community. However, for several reasons the teachers raised, such practices became elements of their science teacher identities to differing degrees. What they experienced as science teachers was a sense of conflict. At times this conflict took the form of ambivalence,

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Section: Apprenticeshipsmentioning

confidence: 99%

Beginning teachers immersed into science: Scientist and science teacher identities

2005

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“…From 1993 to 1995, I had an award-winning project called Science FEAT (Science For Early Adolescence Teachers) funded by the U.S. National Science Foundation (NSF) for practicing middle school teachers in which we involved the administrators as well (Spiegel, Collins, & Gilmer, 1995). When each administrator of the middle school signed on for the teacher to apply to our program, s/he had to agree to come once a year when we had an annual symposium.…”

Section: Science For All/science Education For Allmentioning

confidence: 98%

Forum: dialogue about dialogue—cogeneration, research and science education

2006

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This forum discussion focuses on seven themes drawn from Sonya''s fascinating paper: the terminology of ''cogenerative dialogues,'' the roles of participants and their power relations within such dialogues, the use of metaphor and analogy in the paper, science and science education for all students, the ways in which students'' expectations about learning change in innovative classrooms, teacher research and the ''theory-practice gap,'' and the tension between conducting cogenerative dialogues with individual students or with whole classes. These themes by no means exhaust the ideas in Sonya''s paper, but we feel that they have allowed us to explore the classroom research she reports, and to extend our discussion beyond the paper to explore some of these themes more broadly.

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“…Investigations of the outcomes of apprenticeship programs have indicated positive achievements in inquiry and technological skills, science content, and confidence in conducting and teaching inquiry, as well as a better understanding about what scientists do and careers in science (e. g. Gottfried, Brown, Markovits, & Changar, 1993;Kielborn, & Gilmer, 1999;Spiegel, Collins, & Gilmer, 1995;Westerlund, Garcia, Koke, & Taylor, 2000, and references therein). These programs offered teachers opportunities to work "at the elbows" of the experts.…”

Section: Authentic Research Experiences and Learning Nosmentioning

confidence: 99%

Scientific Inquiry and Nature of Science

Flick¹,

Lederman²

2004

Science &Amp; Technology Education Library

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All Rights ReservedNo part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. ISBN 978-1-4020-2671-3 (HB) ISBN 978-1-4020-2672-0 (eBook) © 2006 Springer www.springer.com Published by Springer, ISBN 978-1-4020-5150-0 (PB) v

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Science for early adolescence teachers (science FEAT): A program for research and learning

Cited by 11 publications

References 8 publications

Beginning teachers immersed into science: Scientist and science teacher identities

Beginning teachers immersed into science: Scientist and science teacher identities

Forum: dialogue about dialogue—cogeneration, research and science education

Scientific Inquiry and Nature of Science

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