A Teacher Research Experience: Immersion Into the World of Practicing Ocean ScientistsDiana L. Payne

Connecticut Sea Grant / University of Connecticut

December 11, 2006AGU Annual Conference San Francisco, CA

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

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

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)

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)

R/V Atlantis & DSV Alvin

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

Theme 1 - “Hands-on experiences”

Importance of “hands on” experiencesFor teachers, this meant involvement in the

researchFor scientists, it meant becoming directly

involved in the education (e.g., development and execution of activities pre, during or post cruise)

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 researchConfidence to teach students about careers in science

and advances in scientific technologyAbility to effectively stimulate student excitement about

scienceAwareness of how much remains unknown about

ocean scienceKnowledge and insights into science

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

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

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 researchUltimately makes marine research & ocean science

more accessible for classroom studentsHighlights diversity of career opportunities

Teachers value authentic data collected

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

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

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