Abstract
This study reports the transformations of 3 science teachers who conducted action research projects following a model, unique to our graduate program, which follows the theoretical tenets of adult and transformative learning theory. Teachers video their teaching, engage in weekly peer group collaborative reflection sessions, collaborate with students, and consult with other sources to identify goals for improving their teaching practices, develop action plans, and analyze the results of their actions. As a result of this process, all 3 teachers changed their pedagogical approach from a teacher centered textbook driven approach to a student centered inquiry based approach. Implications of using this model as a powerful means of professional development for science teachers are explored.
Similar content being viewed by others
References
American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.
Association for Science Teacher Education. (2004). ASTE position statement science teacher preparation and career-long development. Retrieved November 30, 2009, from http://theaste.org/aboutus/AETSPosnStatemt1.htm.
Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24, 417–436.
Bryan, L., & Recesso, A. (2006). Promoting reflection among science student teachers using a web-based video analysis tool. Journal of Computing in Teacher Education, 23, 31–39.
Capobianco, B. M. (2007). A self-study of the role of technology in promoting reflection and inquiry-based science teaching. Journal of Science Teacher Education, 18, 271–296.
Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research. Lewes, UK: Falmer.
Cranton, P. (2005). Understanding and promoting transformative learning. San Francisco: Jossey-Bass.
Diez, M., & Blackwell, P. (1999). Achieving the new vision of master’s education for teachers. Washington, DC: National Council for the Accreditation of Teacher Education.
Feldman, A. (1999). The role of conversation in collaborative action research. Educational Action Research, 7, 125–144.
Feldman, A., & Capobianco, B. M. (2002). Action research in science education. ERIC Digest: Clearinghouse for science, mathematics, and environmental education. Retrieved July, 5, 2010, from http://www.ericdigests.org/2003-1/action.htm.
Feldman, A., & Minstrell, J. (2000). Action Research as a research methodology for the study of the teaching and learning of science. In E. Kelly & R. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 429–456). Mahwah, NJ: Lawrence Erlbaum Associates.
Fradd, S., & Lee, O. (1999). Teachers’ roles in promoting science inquiry with students from diverse language backgrounds. Educational Researcher, 28, 14–20.
Fullan, M. G. (1992). Successful school improvement. Philadelphia: Open University Press.
Gerring, J. (2005). Case study research. New York: Cambridge University Press.
Lewin, K. (1947). Frontiers in group dynamics. Human Relations, 1, 23–153.
McNiff, J., & Whitehead, J. (2006). All you need to know about action research. London: Sage Publications.
Mertler, C. (2006). Action research: Teachers as researchers in the classroom. London: Sage Publications.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey Bass.
National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.
National Science Teachers Association. (2006a). Position on scientific inquiry. Retrieved November 28, 2009, from http://www.nsta.org/about/positions/inquiry.aspx.
National Science Teachers Association. (2006b). Position on professional development in science education. Retrieved November 28, 2009, from http://www.nsta.org/about/positions/profdev.aspx.
Sherin, M., & van Es, E. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60, 20–37.
Stake, R. (1995). The art of case research. Thousand Oaks, CA: Sage Publications.
Tabachnick, B., & Zeichner, K. (1999). Idea and action: Action research and the development of conceptual change teaching of science. Science Education, 83, 309–322.
Tinsley, R., & Lebak, K. (2009). Expanding the zone of reflective capacity: Taking separate journeys together. Networks, 11. Retrieved May 28, 2010, from http://journals.library.wisc.edu/index.php/networks/article/view/190.
Tochon, F. (1999). Video study groups for education, professional development, and change. Madison, WI: Atwood.
Author information
Authors and Affiliations
Corresponding author
About this article
Cite this article
Lebak, K., Tinsley, R. Can Inquiry and Reflection be Contagious? Science Teachers, Students, and Action Research. J Sci Teacher Educ 21, 953–970 (2010). https://doi.org/10.1007/s10972-010-9216-x
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10972-010-9216-x