238 D43. Geoscience Education (Posters)

Wednesday, 12 October 2022
9:00 AM - 1:00 PM
Exhibit Hall F

THE SCIENCE OF BECOMING A TEACHER: A MODEL FOR CROSS DISCIPLINARY COLLABORATION BETWEEN TEACHERS AND SCIENTISTS

Paper number: 238-8
Program: Technical Sessions
Time: 9:00 AM – 1:00 PM

Authors

Abstract

A common problem for science teachers is that while they teach science, they do not feel connected to scientists. An essential facet of science teaching is a connection to both science and education. However, teachers often feel disconnected from science research; many feel as though their identities as scientists are masks that they put on for their students. This is particularly true for early career teachers as their science and teacher identities are being shaped by classroom experiences. Given access to actively participate in science research, science teachers are significantly more inclined to develop a positive professional identity and sense of self (Rushton & Reiss, 2019).

This session examines the work of three novice science teachers engaging in action-based research on shifts in their science teacher identity development by participating in the year-long program Earth Science reciprocal learning year (EaRLY). A National Science Foundation funded professional development program, EaRLY affords opportunities for early career science teachers to work side by side with scientists, engage in summer paleontological field work, and build their capacity to apply this experience in the classroom. Teachers selected for EaRLY are working in under-resourced middle and high schools in New York State and are recent graduates of the American Museum of Natural History Richard Gilder Graduate School Master of Arts in Teaching (MAT) Earth Science Residency Program.

We will present initial findings of the EaRLY program regarding the program’s positive impact on science teachers’ development of professional identity. In particular, the EaRLY experience allowed teachers to re-engage with practice of scientific inquiry and fieldwork. Teachers integrated authentic data from these experiences into classroom instruction. Application of the EaRLY program model for collaboration between scientists and teachers to other settings will be discussed.

Geological Society of America Abstracts with Programs. Vol. 54, No. 6

doi: 10.1130/abs/2022AM-378583

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