An Investigation of the NITARP/ SSTPTS Astronomy Research Experience for Teachers

1. An Investigation of the NITARP/ SSTPTS Astronomy Research Experience for Teachers Debbie French EDCI 5870 November 13, 2012

2. Gap in the Literature NITARP has never been evaluated. Other research experiences for teachers (RETs) in astronomy as well as other branches of science have been evaluated. This research will evaluate NITARP and compare the results to evaluations of similar RETs such as Buxner, 2010.

3. Literature Review • Similar programs that have been evaluated in the literature: • Arizona Science Teacher Advancement and Research Training Program (AZ-START), (Buxner, S., 2010) • Astronomy Research Based Science Education (A-RBSE), (Buxner, S., 2010) • Chaco Educator Institute. (Buxner, S., 2010) • Nevada Science Teacher Enhancement Project, (N-STEP), (Buck, P. , 2003) • Future Teachers Research Program at the University of Arizona (Raphael, J., Tobias, S., Greenberg, R. (1999). • Teachers in the Woods, Dresner, M., Worley, E. (2006). • 8-Week summer research experiences with mentor faculty at a large university (Westerlund, J. F., et al. (2002).

4. Literature Review, Continued Evaluation of similar RETs produced mixed results. All studies reviewed reported teachers increased content knowledge, research skills, professional collaboration (with researcher and with other teachers). There are mixed results as to whether RETs increase teachers’ understanding of scientific inquiry and the nature of science.

5. Results from Similar Studies

6. Purpose To determine how participating in an authentic astronomy research experience has changed teachers’ attitudes toward science and scientific inquiryand how they view astronomers and how astronomical research is done.

7. Research Questions 1 2

8. Argument Emphasis on teaching science through inquiry, There may be barriers preventing teachers from using inquiry. A lack of research experience may be one such barrier. Most pre-service teachers are not required (or do not even have the option) of doing research as part of their undergraduate education. Even if pre-service teachers do have the opportunity to do scientific research, there need to be programs allowing veteran teachers to conduct research. Teachers who have research experience through NITARP will increase their understanding of the nature of science and implement inquiry into their classrooms.

9. Theoretical Framework and Methodology Since this study is examining how participating teachers view science and scientific inquiry as well as how they view astronomers and astronomy as a discipline, this will be an interpretivist study. This will be a phenomenological study.

10. Methods • Past NITARP teachers participating in this study will be asked to complete an open-ended survey. • Survey questions include: • school demographics, • teacher background and experience, • what they learned from NITARP • how they implemented what they learned from NITARP in their classrooms. • In addition to the survey, participants will be participating in an interview.

11. Anticipated Findings • There will be no statistically significant change in teachers’ understanding of the nature of science. • Teachers will report • Learning scientific content knowledge. • Learning scientific research methods/skills. • Making and maintaining professional connections. • Gradually implementing more inquiry into their classrooms.

12. References

13. Image Source http://coolcosmos.ipac.caltech.edu/cosmic_classroom/teacher_research/news.shtml