دورية أكاديمية
Understanding the Process of Changes in Science Beliefs and Classroom Practices from Immersive Research Experience for Science Teachers
| العنوان: | Understanding the Process of Changes in Science Beliefs and Classroom Practices from Immersive Research Experience for Science Teachers |
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| اللغة: | English |
| المؤلفون: | Lindsey Hubbard (ORCID |
| المصدر: | International Journal of Research in Education and Science. 2024 10(2):502-523. |
| الإتاحة: | International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Teachers, Science Teachers, Beliefs, Educational Practices, Teacher Researchers, Faculty Development, Teaching Experience, Teacher Motivation, Influences, Mentors, Attitude Change |
| تدمد: | 2148-9955 |
| مستخلص: | This study explored 8 high school science teachers' experiences in an 8-week immersive research laboratory professional development program. The aim was to understand their motivation for participating and what factors influenced changes in beliefs about science instructions. Mentor scientists and their lab members hosted teachers for the duration of the program allowing teacher participants to become active members of research. Results showed that participants used three major lenses to understand their research experience: "self as educator," "self as learner," "self as researcher." The use of overlapping lenses provided participants with the impetus to change beliefs about science and research practices in their classrooms. Ample time and collaboration in professional development is critical to changes in beliefs about science instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1426935 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2148-9955 |
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