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Title
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The Influence of RET's on Elementary and Secondary Teachers' Views of Scientific Inquiry.
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Creator
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Bahbah, Sibel, Golden, Barry W. (Barry Wade), Roseler, Katrina, Enderle, Patrick, Saka, Yavuz, Southerland, Sherry A.
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Abstract/Description
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This study explores in-service elementary and secondary science teachers' conceptions of the Nature of Scientific Inquiry and the influence participation in two different Research Experience for Teacher (RET) had on these conceptions. Participant teachers attended one of two six week RET programs in which they worked with scientists to engage in scientific inquiry. Before and after the RETs, teachers completed the Views of Scientific Inquiry (VOSI) questionnaire. Teachers' answers were...
Show moreThis study explores in-service elementary and secondary science teachers' conceptions of the Nature of Scientific Inquiry and the influence participation in two different Research Experience for Teacher (RET) had on these conceptions. Participant teachers attended one of two six week RET programs in which they worked with scientists to engage in scientific inquiry. Before and after the RETs, teachers completed the Views of Scientific Inquiry (VOSI) questionnaire. Teachers' answers were analyzed to determine the degree of sophistication of their understanding of five facets of scientific inquiry. Both elementary and secondary teacher participants showed improvement in their understanding of nature of scientific inquiry as a result of program participation, and both programs were successful in supporting the development of inquiry conceptions, although secondary science teachers started and finished the RET's with a more sophisticated understandings of scientific inquiry. Areas of improvement for elementary teachers included the role of questions in science and the role subjectivity and creativity play in the processes of science, and for secondary teachers growth was seen in the role of questions, the relationship of data and evidence, the distinction of experiments and other means of investigations, and the varied methods of science. Implications of these results are discussed.
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Date Issued
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2012
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Identifier
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FSU_migr_ste_faculty_publications-0014, 10.5539/ies.v6n1p117
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Format
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Citation
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Title
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Understanding the Induction of a Science Teacher: The Interaction of Identity and Context.
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Creator
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Saka, Yavuz, Southerland, Sherry A., Kittleson, Julie, Hunter, Todd
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Abstract/Description
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The demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching?...
Show moreThe demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching? Specifically, we sought to understand how a beginning science teacher's identities interact with the teaching context, how this interactions shapes his use of reform minded teaching practice, and how the negotiation of identity, context and practice influence a novice teacher's employment decisions. The study involved two years of data collection; data included classroom and school observations, questionnaires, interviews, and teaching artifacts (such as lesson plans and assessments). The results demonstrate how conflicts in identities, institutional expectations, and personal dispositions of this novice influenced his transition in becoming a member of his school community. Implications of these interactions for teacher preparation and support are provided.
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Date Issued
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2013
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Identifier
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FSU_migr_ste_faculty_publications-0012, 10.1007/s11165-012-9310-5
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Format
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Citation
