Science teachers' understandings of science practices before and after the participation in an environmental engineering research experiences for teachers (RET) program
Başlık çevirisi mevcut değil.
- Tez No: 401672
- Danışmanlar: PROF. ALLAN FELDMAN
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2014
- Dil: İngilizce
- Üniversite: University of South Florida
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Eğitim Bilimleri Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 372
Özet
Özet yok.
Özet (Çeviri)
In 2012, National Research Council published a new science education framework that explains the science practices and its importance in understanding the process of knowledge development. The students were expected to engage in all the practices by grade 12. All science teachers need some kind of support to improve their understandings of these science practices (NRC, 2012). An important key component of engaging teachers in scientific investigations is to have the teacher participate in a research laboratory experience (NRC, 1996). Research Experiences for Teachers programs (RET) serve as a promising form of professional development to achieve this goal. These programs allow teachers to experience scientific inquiry (Blanchard, Southerland, & Granger, 2009; Roseler, Nguyen, Golden, & Southerland, 2012). The main goal of engineering and computer science RET programs is to create collaborative partnerships between K-12 STEM teachers and university faculty by involving them in engineering and computer science research and helping the teachers translate their research experiences and new knowledge into classroom activities. However, the problem is that we do not know what teachers actually learn about science practices in the RET programs. This study addressed this problem and provided findings about science teachers' understandings of science practices before and after they participated in an environmental engineering RET program. In addition, teachers' abilities engaging in science practices were examined to provide a complete picture of the results. This research also determined the sources of the differences of teachers' changes in their understandings of science practices and their abilities engaging in science practices to provide more insightful results for the study. The context of the study was a Research Experiences for Teachers (RET) program supported by National Science Foundation It was located in an United States university Environmental Engineering program. There were five preservice and ten inservice teachers in this research. In addition, there were six professors and eight graduate students who served as mentors. Each teacher worked with a specific professor and graduate student mentor in their research projects that are related to the management of the nitrogen cycle, provision of clean water, or urban infrastructure improvement. Also, four professors from engineering and science programs were interviewed to find out what each science practice means to them. The research design of this study was mixed methods that combined quantitative and qualitative research approaches into a single study. In this study, two teachers were selected for the case study based on their experiences and improvements. The study utilized different data sources such as surveys, interviews, observations, and documents. Each research question was addressed based on the results of overall analysis of all the teachers, as well as the results of each case. To find out whether there was a statistically significant difference between the pre-, mid-, and post teacher surveys, repeated measures ANOVA was used for each item. In addition, for the items that showed a statistical difference a Tukey test was conducted to find -which surveys -were significantly different from each other. Also, partial eta squared effect size was calculated for each item. Professor and graduate students' surveys were analyzed by a repeated measures ANOVA and Tukey tests. All interviews were transcribed by the researcher. The data from the interviews were coded and analyzed using HyperRESEARCH qualitative analysis software. In order to analyze the data in the observations, coding of the qualitative data procedure was employed. The teachers' poster presentations were evaluated by using the researcher-created rubric that has the criteria for each expected part of the poster presentation To establish the credibility (internal validity) of the qualitative data prolonged engagement, peer debriefing, data triangulation, member checks, and time sampling strategies were employed. To establish the dependability (reliability) triangulation and peer examination strategies were conducted. Another science educator coded one of the science practices that included all teachers' answers in the interview. The inter-coder reliability was achieved as 100%. To establish the transferability of the study enough details were provided about each part of the research, as well as the use of purposive sampling method. Data triangulation and practice reflexivity was employed through keeping a research journal to establish the confirmability of the study (Anfara, Brown, & Mangione, 2002). For the content validity of the survey, two professors were given the survey and asked to review it and express their thoughts about whether the content represents all the science practices. The survey was revised based on their recommendations. They subsequently agreed on all the items. To establish the internal validity of the survey it was pilot tested with the target population but with different teachers in the previous RET program in 2012. To determine the test-retest reliability of the survey, all the teachers completed the pre-survey two times before the RET program began. The findings indicated that teachers' participation in the RET program helped them to improve their abilities to engage in science practices. The findings also suggest that they improved on most of the science practices, but they need more experience, knowledge, and abilities to engage in the specific practices where they had least improvements. In addition, the results suggest that teachers' understandings of most of the science practices did not show much improvement after they participated in the RET program. Some of the practices indicated minimal changes on some aspects, but the teachers still needed more clear understandings about them since their understandings would affect the way that they conceptualize the practices for their students when they prepare the students to engage in them. The analysis also indicated that the teachers who actively engaged in the science practices, had productive discussions with the graduate student mentors and participated the quick lessons they gave, read the literature for their research, used new techniques and methods, and participated in the research group meetings improved more on the abilities of the science practices compared to the teachers who did not have the opportunity to participate in the practices because of the structure of their projects, had low interest, and received most of the information directly from the graduate students. In addition, this study found that the support in the research group and the engagement in the science practices are very important to improve teachers' understandings of the science practices. The practices that the teachers do not engage in and the research that is guided primarily by the mentors do not significantly help the teachers to understand the science practices. Overall, the findings of this research suggest that teachers have naive understandings of science practices before they participate in an RET program because they do not have opportunities to learn what those practices mean. The findings also suggest that the teachers still have naive understandings after they participate in an RET program. This is a very important contribution to the literature, in that it is difficult for the teachers to teach those practices in their classrooms if they do not have complete and appropriate understandings of what those practices actually mean. Therefore, it is important that the science method courses and content courses for preservice teachers incorporate science practices within their curriculum. They should place an emphasis on teachers' experience in epistemic communities that allows them to engage in all the practices and focus on learning what each practice mean.
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