A Mixed Methods Approach to Determining the Impact of a Geoscience Field Research Program upon Science Teachers' Knowledge, Beliefs, and Instructional Practices

Autor/inn/en	Luera, Gail; Murray, Kent
Titel	A Mixed Methods Approach to Determining the Impact of a Geoscience Field Research Program upon Science Teachers' Knowledge, Beliefs, and Instructional Practices
Quelle	In: Journal of Geoscience Education, 64 (2016) 4, S.303-313 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.5408/14-064.1
Schlagwörter	Science Education; Science Instruction; Science Teachers; Earth Science; Mixed Methods Research; Field Experience Programs; Teaching Methods; Teacher Attitudes; Self Efficacy; Focus Groups; Active Learning; Inquiry; Research Methodology; Content Analysis; Place Based Education; Research Projects; Professional Development; Pretests Posttests; Graduate Students; Undergraduate Students; Likert Scales; Michigan + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Earth sciences; Geowissenschaften; Praxisnahes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Aktives Lernen; Research method; Forschungsmethode; Inhaltsanalyse; Forschungsvorhaben; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Likert-Skala
Abstract	A mixed methods research approach was used to investigate the impact of a geosciences research institute upon 62 science teachers' knowledge, beliefs, and teaching practices related to teaching the geosciences. Pre- and postinstitute quantitative and qualitative assessments revealed mixed results. Results of a quantitative measure found a statistically significant increase in the teachers' self-reported overall knowledge of the geosciences, knowledge of watersheds, and knowledge of brownfield sites. However, a more specific quantitative instrument that measured watershed knowledge indicated no change except in the teachers' awareness that the water quality in different towns is related. In addition, their science teaching self-efficacy, which was used as a quantitative measure of the teachers' beliefs about teaching science in general, showed a statistically significant decrease. Focus group discussions provided an indication as to why the teachers' self-efficacy decreased, as teachers described numerous barriers that limited their capacity to engage their students in field-based research projects even while noting the benefits of such an experience. Although the study was limited in the ability to measure direct impact on instructional practices, the teachers' perception of their confidence in their capability to use inquiry-based instruction in the classroom showed a statistically significant increase. The discrepant results provide useful information about the complex impact of a professional development experience upon teachers, while identifying possible limitations of the experience and of the assessment measures, as well as providing recommendations for future research. (As Provided).
Anmerkungen	National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01