Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development
Document Type
Article
Publication Date
8-1-2010
Department
Teaching & Educational Leadership
Abstract
Teachers are required to work with data on a daily basis to assess the effectiveness of their teaching strategies, but may not approach it as research. This paper presents a reflective discussion of how and when a professional development team used an action research project to help 12 K-6 teachers explore the effectiveness of reform based Nature of Science (NOS) teaching strategies in their classrooms. The team encouraged community development and provided "just in time" supports to scaffold the steps of the action research process for teachers. The discussion includes concerns they addressed and issues related to management and support of the professional development model. Evaluation results are shared to suggest how this approach can be improved in the future. © 2010 The Association for Science Teacher Education, USA.
DOI
10.1007/s10972-010-9218-8
First Page
971
Last Page
992
Publication Title
Journal of Science Teacher Education
Recommended Citation
Cullen, T. A., Akerson, V. L., & Hanson, D. L. (2010). Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development. Journal of Science Teacher Education, 21(8), 971–992. https://doi.org/10.1007/s10972-010-9218-8
Comments
At the time of publication, Theresa A. Cullen was affiliated with University of Oklahoma.