HR: 09:30h
AN: ED21B-07    [Abstracts]
TI: Program Qualities That Make a Field Research Experience Valuable to Classroom Teachers
AU: * Beckendorf, K
EM: kirk.beckendorf@blanco.txed.net
AF: Blanco Middle School, 814 Eleventh St., Blanco, TX 78606 United States
AU: Hammond, J
EM: jennifer.hammond@noaa.gov
AF: NOAA Marine and Aviation Operations NOAA Teacher at Sea Program, 1315 East-West Highway SSMC3, 12739, Silver Springs, MD 20910-3282 United States
AU: McMahon, E
EM: elizabeth.mcmahon@noaa.gov
AF: NOAA Marine and Aviation Operations NOAA Teacher at Sea Program , 1315 East-West Highway SSMC3, 12738 , Silver Spring, MD 20910-3282 United States
AU: Williams, E
EM: eric.j.williams@noaa.gov
AF: Aeronomy Lab/NOAA, 325 Broadway, Boulder, CO 80305 United States
AU: Williams, E
EM: eric.j.williams@noaa.gov
AF: CIRES, University of Colorado, Boulder, CO 80309 United States
AU: Bates, T
EM: tim.bates@noaa.gov
AF: Pacific Marine Environmental Laboratory/NOAA, 7600 Sandpoint Way NE, Seattle, WA 98115 United States
AB: Numerous programs exists that pair K-12 teachers with scientists for summer research projects, and, overall, these programs are quite beneficial in a variety of ways. Some benefits of these programs to the teacher include providing real-world experiences that can be turned into classroom lessons, increasing the science teacher's own level of knowledge, and helping to reignite the teacher's enthusiasm for teaching. However, teacher research programs are not all created equal. Indeed, a vast gap exists between what a middle school science teacher experiences in his or her classroom and what a teacher experiences among a group of PhD researchers for a few weeks. To be effective, a teacher research program must bridge this gap. During my 14 years of teaching middle school science, I have participated in a number of authentic research experiences. Some of these include NOAA's Teacher at Sea (NEAQS/ICARTT), Teacher in the Woods (Portland State University- Andrew's Experimental Forest), and Teacher on Summer Assignment (Oregon Forest Resource Institute- Ochoco National Forest). During these programs and others, I have encountered various approaches to my preparation, support, and partnering, some of which were quite effective at helping me bridge the gap between the field and the classroom, and others which were less effective at doing so. As a middle school science teacher I have three goals. First, I want to teach in such a way that my students become curious and want to learn more about science. Secondly, I want to help students discover how to learn and process information in the manner that best suites their learning styles. Finally, I want to give students a strong science foundation on which to build future learning. Additionally, I must meet certain state, federal and local standards in my teaching of the sciences. Through my participation in teacher research programs, I have learned that certain aspects of these programs have been more effective than others in helping me bridge the gap between meeting these teaching goals in a middle school science classroom and being able to truly utilize, in the classroom, what I learn in these research programs. Thus, by highlighting these aspects I hope to aid in the ongoing improvement of these teacher research programs.
DE: 0800 EDUCATION
DE: 0805 Elementary and secondary education
DE: 0830 Teacher training
SC: Education and Human Resources [ED]
MN: Fall Meeting 2005