Work

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

Year: 2024

Type: article

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.

Source: International Journal of Research in Education and Science

DOI: 10.46328/ijres.3337

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

Institution: North Carolina State University

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W4396905930

FWCI: 3.848

Cites: 32

Cited by: 3

Related to: 10