T154 Involving Pre-Service and In-Service Teachers in Geoscience Research: Innovations and Strategies for Evaluating Their Success

Monday, 20 October 2014
1:00 PM - 5:00 PM
217/218

THE BENEFITS AND CHALLENGES OF ENGAGING TEACHERS IN RESEARCH TO ENHANCE SCIENCE PROCESS SKILLS

Paper number: T154-3
Program: Technical Sessions
Time: 1:35 PM – 1:50 PM

Authors

Abstract

The Masters of Science for Secondary School Teachers (MSSST) program is a content-based master’s program at the University of Utah for licensed science and math teachers. Teachers join a disciplinary cohort and take classes that meet the requirements for subject area certification by the Utah State Office of Education and provide an in-depth understanding of topics in the Utah science standards. Teachers participate in a professional learning community (PLC) in preparation for a culminating 6-week summer research experience with a faculty member. Faculty members present their research to the PLC throughout the year to expose teachers to diverse research opportunities. Teachers also read journal articles, learn to identify critical elements of scientific writing and practice writing scientific reports. These exercises prepare teachers to become contributing members of a research group, and to communicate their experiences for their Master’s project and defense. In the spring preceding the research experience, teachers meet with several faculty members until a mutually beneficial partnership is determined. Teachers are then immersed in the scientific process with the intent of cultivating their understanding of the nature of science so that they can better communicate this to their students.

Program evaluation surveys found that 93% of the teachers thought the research experience was particularly effective in helping them grow as teachers, and that it was an opportunity to apply the content that they had learned in their coursework. 100% of teachers reported that the experience provided them with hands-on knowledge that enhanced their understanding of scientific process and concepts. 86% of teachers said that the research experience had a positive effect on student learning and inspired them to use more lab activities in their classroom (93%). Faculty mentors also had a positive experience mentoring teachers; 86% of mentors reported sharing with teachers the ways the research experience could contribute to their classroom teaching. Challenges of involving teachers in research experiences included limited time for training and developing background knowledge, different expectations for the teachers than for traditional MS students, and the teachers’ inexperience with scientific reading and writing.