Understanding the Process of Changes in Science Beliefs and Classroom Practices from Immersive Research Experience for Science Teachers

Lindsey Hubbard, Katy May, Stella Jackman-Ryan, Margareta M. Thomson

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Abstract


This study explored 8 high school science teachers’ experiences in an 8-week immersive research laboratory professional development program. The aim was to understand their motivation for participating and what factors influenced changes in beliefs about science instructions. Mentor scientists and their lab members hosted teachers for the duration of the program allowing teacher participants to become active members of research. Results showed that participants used three major lenses to understand their research experience: self as educator, self as learner, self as researcher. The use of overlapping lenses provided participants with the impetus to change beliefs about science and research practices in their classrooms. Ample time and collaboration in professional development is critical to changes in beliefs about science instruction.

Keywords


Immersive research experience, Inquiry, Science beliefs

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References


Hubbard, L., May, K., Jackman-Ryan, S., & Thomson, M.M. (2024). Understanding the process of changes in science beliefs and classroom practices from immersive research experience for science teachers. International Journal of Research in Education and Science (IJRES), 10(2), 502-523. https://doi.org/10.46328/ijres.3337




DOI: https://doi.org/10.46328/ijres.3337

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Copyright (c) 2024 International Journal of Research in Education and Science

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International Journal of Research in Education and Science (IJRES)
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Editor: Wilfried Admiraal, The Netherlands

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2148-9955 (Online)