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Science Teacher and Researcher Program

STAR. Science Teacher and Researcher Program. Zack Valdez St. Mary’s University 2008. ?Why?. Almost half of California’s eighth grade students scored “below basic” in science and math.[1]

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Science Teacher and Researcher Program

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  1. STAR Science Teacher and Researcher Program Zack Valdez St. Mary’s University 2008

  2. ?Why? • Almost half of California’s eighth grade students scored “below basic” in science and math.[1] • California’s students’ performance, taken in 2005, rates among the poorest in the US in knowledge and aptitude in mathematics and science.[2] • Nearly one-third of physical science and math teachers are considered unprepared or teaching out of their content area [1] National Assessment of Educational Progress (2006). The Nation’s Report Card: Science 2005. Washington, DC: NAEP. [2] National Center for Educational Statistics (2005). Highlights from the Trend in International Mathematics and Science Study (TIMSS) 2003. Washington, DC: NCES.

  3. Purpose & Goals • Attract under graduate science majors to teaching careers • Work with pre- service and practicing teachers to continue esteem of profession • Foster inquiry-based science teaching and learning • Cultivate increased interest and prestige in the science teaching profession • Reduce science teacher attrition

  4. Elements • 8 week scientific research experience • $$$ (weekly stipend) • Inquiry-based science teaching and learning workshops • Teacher-Scientist learning community

  5. Who are the STARs…

  6. My Role • Assist in evaluation and organization of demographic data • Contribute to group meetings with ideas and informational tables • Conduct and review observation and exit interviews • Run preliminary analysis of interviews

  7. Survey says… • 41% have acquired a bachelor’s 26% have yet to obtain a degree • 36% found out about the program through an advisor or faculty 13% by a flyer and only 5% by the career services center • 75% choose to teach 9-12 19% grades 6-8 • 40% plan on teaching Biology, 23% Chemistry (~20% to teach physics and chem. as a second subject) • 31% of those with teaching experience have never used inquiry based learning in the classroom • 75% have never been to a lab for a field trip

  8. Observation Interview Workplace, communication, interaction Questions about: project, role, learned about work of scientists Exit Interview Impact, fit with project, change in outlook Goals, effectiveness of workshops, key to success Findings

  9. Great experience to see how real science happens Provides them with more credibility in classroom constructive impression on securing the interests of science majors in teaching Identified a broad range of science areas and knowledge during poster session Better placement of participants More communication prior to start (with mentor and program) Quicker notification if accepted Areas forStrengths Improvement

  10. THANKS! • I would like to extend a special thanks to Susan for all her help and support in ensuring my success, as well as Farah and Steve for their support. I would also like to throw a shout-out to all the SULI students for quite an unforgettable summer.

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