Resource Image Guest Editorial: When teachers become scientists

by: Catherine Lindsay Linsky
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Type of Resource: Journal Article
Average Rating: Rating
 based on 2 reviews
Publication Title: Science Scope
Publication Date: 2/1/2011
Grade Level: Middle School


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.

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Additional Info

Intended User Role:Curriculum Supervisor, Middle-Level Educator, Teacher
Educational Issues:Educational research, Professional development, Teacher preparation


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Size: KB
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National Standards Correlation

This resource has 4 correlations with the National Standards.  

This resource has 4 correlations with the National Standards.  

  • 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

Educators Doing Real Science
  Adah (San Antonio, TX) on December 13, 2013
  This editorial explores the author’s participation in a program called Science Education and Applied Research in Coastal Habitats, or SEARCH. She first participated in a Schoolyard Long Term Ecological Research (LTER) program. Her second course she spent a week working alongside real scientists researching and monitoring existing turtle nests, patrolling the beaches for turtle tracks leading to new nests, and relocating at-risk nests to sites that offer better protection. As the author points out, the educator gets a deeper and real understanding of the nature of science by participating in these activities.

A Teacher’s Personal Experiences Doing Research
  Carolyn M (Buffalo Grove, IL) on August 8, 2012
  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!