Research Experiences for Teachers in Materials Science: A Case Study
- PDF / 68,636 Bytes
- 6 Pages / 612 x 792 pts (letter) Page_size
- 94 Downloads / 218 Views
PP3.4.1
Research Experiences for Teachers in Materials Science: A Case Study Michelle A. Strand1, Steve Wignall2, and Diandra L. Leslie-Pelecky3 Southeast Community College- Milford, Milford, NE 68405, U.S.A. 2 Seward High School, Seward NE 68434, U.S.A. 3 Department of Physics & Astronomy and Center for Materials Research & Analysis, University of Nebraska – Lincoln, Lincoln NE 68588-0111, U.S.A. 1
ABSTRACT The National Science Education Standards encourage teachers to become involved in research as ‘representatives of science in the classroom’. The Research Experiences for Teachers program affiliated with the Materials Research Science and Engineering Center at the University of Nebraska involves teachers in research on nanoscale magnetic and electronic structures over a summer. Two teachers and a sponsoring researcher share their experiences and what they believe are necessary elements for successful RET experiences. INTRODUCTION The National Science Education Standards suggest that teachers should be involved in scientific research as a component of their professional development: ‘Teachers of science will be the representatives of the science community in their classes” [1]. This includes helping students learn that scientists may work alone or in teams, must develop good communication skills, and value reasoning, insight, energy, creativity, intellectual honesty, tolerance of ambiguity, skepticism and openness to new ideas [1]. First-hand participation in research can give teachers insight into the generation of new knowledge and strengthen content understanding. Educational research shows a direct relationship between teacher subject knowledge and student achievement [2]. The National Science Foundation, through its Research Experiences for Teachers (RET) program, has made it possible for many teachers to be involved in research, either with individual investigators, or as part of larger programs such as those hosted by Materials Science Research and Engineering Centers (MRSECs). Much of the literature on teacher research experiences is descriptive [3, 4], although qualitative studies are beginning to appear [5]. Many sites have one or two teachers per year and no formal program affiliated with the research experiences. Longitudinal studies of larger programs are just beginning [6]. This paper presents the experiences of two high-school teachers and their research sponsor, and their perspectives on important elements for successful RET experiences. Themes that emerged from the surveys and discussions include: motivation for participating, expectations, becoming a contributing member of the group, and potential impact on students and research group members. Q-SPINS (Quantum and Spin Phenomena in Nanomagnetic Structures) is the NSFsponsored MRSEC at the University of Nebraska - Lincoln. RET sponsorship is one part of the center’s education/outreach activities. The RET program was advertised by sending a flyer to all high schools in Nebraska, all middle-level schools within a 90-minute drive, and via teacher w
Data Loading...
