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

Authors

DOI:

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

Keywords:

Immersive research experience, Inquiry, Science beliefs

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.

Author Biographies

Lindsey Hubbard, North Carolina State University College of Education

College of EducationDirector, Outreach and Strategic PartnershipsDoctoral Students, Teacher Education and Learning Sciences, Educational Psychology

Katy May, North Carolina State University

Katy May https://orcid.org/0000-0001-9542-4583North Carolina State University602 Poe Hall, Campus Box 7801Raleigh, NC 27695-7801United States of AmericaContact e-mail: kmay2@ncsu.edu

Stella Jackman-Ryan, North Carolina State University

Stella Jackman-Ryan https://orcid.org/0000-0002-8407-7712North Carolina State University602 Poe Hall, Campus Box 7801Raleigh, NC 27695-7801United States of AmericaContact e-mail: sljackm2@ncsu.edu

Margareta M. Thomson, North Carolina State University

Margareta M. Thomson https://orcid.org/0000-0002-9030-9196North Carolina State University602 Poe Hall, Campus Box 7801Raleigh, NC 27695-7801United States of AmericaContact e-mail: margareta_thomson@ncsu.edu

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

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Published

2024-05-12

Issue

Vol. 10 No. 2 (2024)

Section

Abstracts

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