Creating Research Experience for Science Teachers: Preparing Scholars to Teach Through Inquiry

Eastern Washington University, Cheney WA

Investigators

Abstract

This Research Experience in STEM Settings project aims to serve the national need of preparing highly qualified science teachers. Additionally, this project will support 20 undergraduate prospective science teachers by providing intensive, year-long research experiences. The proposed project components will enable high-achieving prospective science teachers to become secondary science teachers with extensive experience in scientific inquiry. The project will support participants in adapting their research experiences into inquiry-based lessons for K-12 students. This project at Eastern Washington University will support 20 new science teachers over five years. Project goals include engaging undergraduate, prospective teachers in science research experiences, seminars, and activities to 1) Increase Scholars' understanding of the nature of science and scientific inquiry, 2) Increase Scholars' self-efficacy in conducting scientific research, and 3) Increase Scholars' self-efficacy in teaching using authentic research experiences. This project will be iteratively evaluated. Evaluation of the project will be guided by the following evaluation question: to what extent does an intensive, year-long research experience impact prospective science teachers’ understanding of the nature of science and scientific inquiry, their self-efficacy to conduct scientific research, and their preparation to teach using inquiry? The results of this project will be disseminated to help enhance the field. This Research Experience in STEM Settings project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.