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The Role of Scientist Mentors on Teachers’ Perceptions of the Community of Science During a Summer Research Experience

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Abstract

This study focuses on the mentor relationships between science teachers and their scientist mentors in a summer Research Experience for Teachers program at a United States national laboratory facility. Using mixed methods, the authors surveyed and interviewed (semi-structured) the eleven participating teachers before and after the program. The authors also observed the teachers with their mentors each week. During these observations, three different types of mentoring relationships were observed. The authors highlight these through case studies of three teachers, each of whom experienced one of the three relationships. These case studies include their pre and post survey and interview data as well as classroom observations following the program. The results show that the mentoring relationship positively influences teachers’ views of scientific inquiry. The participating teachers felt a sense of membership in the science community as a result of the mentoring they received from their scientists and/or other members of their research group (i.e. graduate students, post doctorates). The three cases demonstrate that teachers felt a higher sense of ownership when they were “discovering” information that was new to their scientist or “translating” their work. All three types of mentoring relationships improved teachers’ understanding of scientific inquiry, which can translate into the classroom.

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Acknowledgments

This study was funded in part by the National Science Foundation Division of Materials Research, DMR 0654118 and by the National Science Foundation DRK-12 (formerly Teacher Professional Continuum Program), Award #ESI-0553769.

Author information

Authors and Affiliations

  1. Florida State University, Tallahassee, FL, USA

    Roxanne Hughes

  2. University of Wisconsin, Madison, USA

    Kristen Molyneaux

  3. National High Magnetic Field Laboratory, Tallahassee, FL, USA

    Pat Dixon

  4. Center for Integrating Research & Learning, National High Magnetic Field Laboratory, 1800 E. Paul Dirac Drive, Tallahassee, FL, 32310, USA

    Roxanne Hughes

Authors
  1. Roxanne Hughes
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  2. Kristen Molyneaux
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  3. Pat Dixon
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Corresponding author

Correspondence to Roxanne Hughes.

Appendices

Appendix A

Table 3 Daily Schedule for RET 2009
Full size table

Appendix B: Interview Questions

Pre Interview Questions

  1. 1.

    How do your students learn science best? Why do you think that?

  2. 2.

    How do you maximize student learning in your classroom?

  3. 3.

    What lessons have worked best for you in terms of maximizing student learning?

  4. 4.

    How do you know when learning is occurring in your classroom?

  5. 5.

    Why did you choose to apply to the RET program?

  6. 6.

    What are your goals for participating in the RET program this summer?

Follow up Interview Questions (asked after observations)

  1. 1.

    What effect would you say the RET experience had on your teaching of science?

  2. 2.

    Thinking back what was the relationship like with your scientist and what has that taught you about science teaching?

  3. 3.

    Did you ever discuss your classroom teaching with your scientist?

    1. a.

      If so, what was this conversation like…or could you explain with examples?

  4. 4.

    Did you ever discuss your classroom teaching with any other individuals (like grad students, REU’s) that you worked with?

    1. a.

      If so, what was this conversation like…or could you explain with examples?

  5. 5.

    How important do you think it was to your mentoring that you talk to your scientist about your teaching?

    1. a.

      Was that part of the goal?

    2. b.

      Would it have been beneficial?

  6. 6.

    What effect has the RET experience had on your understanding of science?

  7. 7.

    Would you say that you witnessed a culture or type of community within the lab among the scientists?

    1. a.

      Could you describe it?

  8. 8.

    How do your students learn science best? Why do you think that?

  9. 9.

    How do you maximize student learning in your classroom?

  10. 10.

    What lessons have worked best for you in terms of maximizing student learning?

  11. 11.

    How do you know when learning is occurring in your classroom?

Appendix C

Rubric for Views of Scientific Inquiry Questionnaire (VOSI) for Elementary Teachers (Grades K-5)

figure afigure a

Appendix D

Rubric for Views of Scientific Inquiry Questionnaire (VOSI) for Secondary Teachers (Grades 6–12)

figure bfigure b

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Hughes, R., Molyneaux, K. & Dixon, P. The Role of Scientist Mentors on Teachers’ Perceptions of the Community of Science During a Summer Research Experience. Res Sci Educ 42, 915–941 (2012). https://doi.org/10.1007/s11165-011-9231-8

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  • DOI: https://doi.org/10.1007/s11165-011-9231-8

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