Details
| Type of Resource: |
Journal Article |
| Average Rating: |
based on 1 - 5 / 5 review |
| Publication Title: |
Science Scope |
| Publication Date: |
2/1/2011 |
| Volume and Issue: |
Vol 034 Issue 06 |
| Pages: |
3 |
| Grade Level: |
Middle School |
|
Description
Ask yourself this question: Have you ever worked on a real scientific experiment? Your thoughts may jump to the lab components of your undergraduate science courses and the research papers/assignments you completed in college, but should such structured, step-by-step exercises really be considered experiments? Is this what real scientists do? For the author, the answer to these questions about the true nature of science came in the form of two inspirational professional development courses where teachers become scientists. In this article, she describes her participation in the workshops and discusses how these experiences benefited her students back in the classroom as well.
Additional Info
| Intended User Role: | Curriculum Supervisor, Middle-Level Educator, Teacher |
| Educational Issues: | Educational research, Professional development, Teacher preparation |
Technical
| Resource Format: | application/pdf |
| Size: | 181 KB |
| Requirements: | Requires Adobe Acrobat Reader |
National Standards Correlation
This resource has 4 correlations with the National Standards.
[HIDE CORRELATIONS]
- Process Standards for Professional Development
- Design
- Involves teachers in actively investigating phenomena that can be studied scientifically...(NSES)
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- Learning
- Build on the teacher's current science understanding, ability, and attitudes. (NSES)
- Collaboration
- Encourage and support teachers in efforts to collaborate. (NSES)
User Reviews
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A Teacher’s Personal Experiences Doing Research |
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Carolyn M (Buffalo Grove, IL) on August 8, 2012 |
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This article chronicles a teacher’s journey as she went from teacher to teacher researcher. Ms. Linsky describes how she got involved in doing research and provides her perspective on how this has helped to improve her teaching practices and enriched her students’ learning. Read about her transformation as she describes how she was able to see science as “a fascinating mystery waiting to be solved” and “not an instruction-laden series of steps for people in lab coats to follow.” The article shares information about two scientific internship-style workshops that the author completed. See how this teacher fell in love with science all over again!
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