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Teachers as Researchers Reflective Educators

 
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Action Research

Type: Journal Article

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Summary: Defined as “any systemic inquiry conducted by teachers… for the purpose of gathering information about how their particular schools operate, how they teach, and how their students learn” (Mertler, 2009), action research is empowering and professional...

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Action Research Meets Engineering Design

Type: Journal Article

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Summary: Engaging in sustained and collaborative action research is one way science teachers can build the bridge between improving student learning and their own professional learning as teachers and teacher-researchers. This article presents a series of practical...

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Editor’s Roundtable: Need an answer? Research it yourself!

Type: Journal Article

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Summary: Action research can have a powerful impact on your classroom practice because you don’t have to scan through document after document to find solutions to your problems. Instead, you will develop solutions by analyzing the data you collect. Let the information...

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EQUIPping Teachers

Type: Journal Article

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Summary: For many years, publications such as the National Science Education Standards (NRC 1996) and The Science Teacher (TST) have encouraged teachers to focus science classes more heavily on inquiry-based instructional practice. One way to...

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Fourth-Grade Scientists Investigate Electric Circuits

Type: Book Chapter

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Summary: Trisha Kagey Boswell is a third-grade teacher at an elementary school in Montgomery County, Maryland, where she has taught for eight years. Her school is an art-integrated magnet school. When she wrote this chapter, she was a first-year teacher, teaching...

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Guest Editorial: Action Research—Expanding the role of classroom teachers to inquirers and researchers

Type: Journal Article

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Summary: NSTA is breaking new ground with this month’s issue of Science Scope. For the first time, an NSTA journal is focused on action research and the role teachers play as classroom researchers. This issue chronicles the challenges and journeys teachers...

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How Do College Students Best Learn Science?

Type: Book Chapter

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Summary: This paper is based on William Leonard’s “How Do College Students Learn Science? Chapter 1: Effective Teaching and Course Management for University and College Science Teachers,” edited by E. Siebert, M. Caprio, and C. Lyda. Dubuque, IA: Kendall/Hunt...

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Idea Bank: Ask the Experts

Type: Journal Article

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Summary: Want to learn something new about your teaching? Or discover what’s really working in your classroom? Ask the experts! No, not teachers or administrators, the real experts: your students. By the time they reach high school, students have logged over 12,000...

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Interactive Reflective Logs

Type: Journal Article

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Summary: The authors created an interactive reflective log (IRL) to provide teachers with an opportunity to use a journal approach to record, evaluate, and communicate student understanding of science concepts. Unlike a traditional journal, the IRL incorporates...

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Making a Case for a Research-Based Teaching Rationale

Type: Book Chapter

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Summary: This chapter demonstrates the importance of developing a detailed plan or rationale for teaching science that will help you achieve improved results in the classroom. Although every teacher's plan or rationale will be different in some ways, it has been...

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Making Sense of Data

Type: Journal Article

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Summary: Providing opportunities for students to grapple with collecting and organizing data, struggle with how to represent and communicate ideas emerging from the data, and consider the alignment of these ideas with the science content being learned is reflective...

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No Duck Left Behind

Type: Journal Article

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Summary: Recently, a group of fourth graders joined Pintail Partners—a year-long collaborative research effort of scientists, students, classroom teachers, preservice teachers, museum educators, and university professors. Students and teachers followed...

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Perspectives: Action Research: Inquiring Into Science Teaching and Learning

Type: Journal Article

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Summary: Teachers and schools are required by the No Child Left Behind Act to use research-based instructional practices. Although we often think of research as something university professors do, teachers can contribute to the research base on effective instruction...

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Practitioner Research Success!

Type: Journal Article

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Summary: Practitioner research is an ongoing, reflective process in which inservice teachers (i.e., practitioners) ask questions about their day-to-day teaching practice, develop plans of action to investigate these questions, draw conclusions supported...

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Reading, Writing, Comprehension, and Confidence—Achieved in Science Contexts

Type: Book Chapter

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Summary: When Elizabeth Kline wrote this, she was a fifth-grade teacher in Prince George’s County, Maryland. A desire to integrate scientific concepts in a curriculum dominated by reading, writing, and mathematics motivated her to change the way she taught the...

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Research and Teaching: Using Action Research to Improve Teaching and Student Learning in College

Type: Journal Article

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Summary: An action research approach was used to examine revisions made to the design and delivery of a freshman zoology laboratory section. Because action research involves iterative cycles of planning, acting, observing, and reflecting, we raised and investigated...

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Science Learning Environments and Action Research

Type: Journal Article

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Summary: A learning environment survey can be easily used in your science classroom to evaluate new instructional approaches, to spark enthusiasm, and to produce evidence showing that you are indeed becoming a reflective practitioner. Intellectual professional...

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Undergraduate Research in Science: Not Just for Scientists Anymore

Type: Book Chapter

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Summary: Institutional measures, such as the fraction of undergraduate research (UR) students who later pursue a PhD in science, do not reflect the value of UR as an educational and personal growth experience for students; moreover, little data exist to justify...

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Writing a Statement of Teaching Philosophy

Type: Journal Article

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Summary: Writing a statement of teaching philosophy is a cornerstone of reflective and scholarly practice in teaching and learning. A strategic set of practical and philosophical guidelines, including a definition, elements, and structure of a statement of teaching...