The Influence of RET’s on Elementary and Secondary Grade Teachers’ Views of Scientific Inquiry

Bahbah, Sibel; Golden, Barry; Roseler, Katrina; Enderle, Patrick; Saka, Yavuz; Southerland, Sherry A.

doi:10.5539/ies.v6n1p117

Cited by 9 publications

(6 citation statements)

References 12 publications

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“…Hence, a conceptual framework for STEM undergraduate and graduate students would have a thicker line around these two boxes than our current framework has for spectator novices. It would appear that teachers improved their understanding of STEM and the COSP as evidenced by our study and others, particularly the concept of Mutual Engagement within the COSP (Bahbah et al, ; Blanchard et al, ; Dresner & Worley, ; Faber et al, ; Hughes et al, ; McLaughlin & MacFadden, ; Miranda & Damico, ; Varelas et al, ).…”

Section: Discussionsupporting

confidence: 68%

“…Additionally, some but not all RET programs are structured to provide teachers with opportunities to explicitly connect and reflect on how their research can influence their pedagogy (Bahbah et al, ; Blanchard et al, ; Dresner & Worley, ; Faber et al, ; Hughes et al, ; McLaughlin & MacFadden, ; Miranda & Damico, ; Varelas, House & Wenzel, ). Teachers also enter RET programs with varying levels of understanding of the COSP as well as varying levels of confidence in their science content knowledge (Bahbah et al, ; Hughes et al, ; Pop, Dixon, & Grove, ). In some cases, the structure of the program and the mentor's choices in terms of research can influence teachers' understanding of COSP and science content in different ways (Hughes et al, ).…”

Section: Introductionmentioning

confidence: 99%

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Communities of practice as a framework to explain teachers' experiences within the community of science

Davidson

Hughes

2018

J Res Sci Teach

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In this study, we argue that current conceptual frameworks used to understand how novices make sense of science ignore K-12 teachers' understanding to a detriment. If teachers are supposed to translate the content, context, and culture of science to their students, then it is important for researchers and policymakers to understand how this happens. Communities of science practice (COSP) research identify the ways in which novices make sense of the practices of science within a space where they interact with, observe, and are affected by other members at varying levels of legitimacy. In brief, K-12 students are rarely exposed to the COSP; therefore, teachers must translate these cultural pieces to their students while simultaneously teaching the content and practices of sciences. We chose to focus on teachers who participated in a Research Experience for Teachers (RET) program. The RET program served as a brief exposure to a COSP for these teachers. The goal for our study was to develop a conceptual framework to study teachers' experiences as spectator novices within a RET program. Spectator novice was the term we used to define teachers' roles as novices moving toward legitimacy within the COSP but with a different goal-that of observing the culture and translating it to their students-from science undergraduate and graduate students who are attempting to become full legitimate participants within the community. Through interviews with teachers, we developed a conceptual framework that can guide future research on the unique experiences of teachers as spectator novices within the COSP. K E Y W O R D S communities of practice, Research Experiences for Teachers, science teacher professional development J Res Sci Teach. 2018;1-26.wileyonlinelibrary.com/journal/tea

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Section: Discussionsupporting

confidence: 68%

Section: Introductionmentioning

confidence: 99%

Communities of practice as a framework to explain teachers' experiences within the community of science

Davidson

Hughes

2018

J Res Sci Teach

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“…These papers include Silverstein et al. , 2009; Bahbah et al. , 2013; Saka, 2013; Enderle et al ., 2014; Yaffe 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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“…Thus, to develop students' views about scientific inquiry, teachers should be encouraged to carry out explicit and reflective instructions that are related to improving knowledge about the process (Abd-El-Khalick, 2001;Bell et al, 2003;Gaigher et al, 2014). Also participating in authentic scientific research (Aydeniz, Baksa & Skinner, 2011), being in work with scientists (Bahbah et al, 2013) are recommended to enhance students' view about scientific inquiry.…”

Section: Research On Views Of Nosimentioning

confidence: 99%

Exploring Korean Middle School Students’ View about Scientific Inquiry

Ilho

Park

Shin

et al. 2017

EURASIA J MATH SCI T

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The aim of this study is to examine Korean middle school students' view about scientific inquiry with the Views about Scientific Inquiry (VASI) questionnaire, an instrument that deals with eight aspects of scientific inquiry. 282 Korean middle school students participated in this study, and their responses were classified as informed, mixed, and naïve. The results revealed that Korean middle school students primarily held mixed or naïve views about scientific inquiry. To discover why students held these views, their responses were analyzed in detail. For instance, they did not understand the meaning of 'experiment', 'scientific', 'data', and 'evidence' well. They understood scientific terminology and scientific inquiry in everyday contexts. Students also tended to regard science process skill as scientific method. According to the results mentioned above, explicit and reflective instruction is necessary to develop students' views about scientific inquiry.

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The Influence of RET’s on Elementary and Secondary Grade Teachers’ Views of Scientific Inquiry

Cited by 9 publications

References 12 publications

Communities of practice as a framework to explain teachers' experiences within the community of science

Communities of practice as a framework to explain teachers' experiences within the community of science

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

Exploring Korean Middle School Students’ View about Scientific Inquiry

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