2006 Fall Meeting Cite abstracts as Author(s) (2006), Title, Eos Trans. AGU,
87
(52), Fall Meet. Suppl., Abstract xxxxx-xx

HR: 1340h
AN: ED13A-1205
TI: Short-Term Research Experiences with Teachers in Earth and Planetary Sciences and a Model for Integrating Research into Classroom Inquiry
AU: * Morgan, P
EM: Paul.Morgan@nau.edu
AF: Northern Arizona University, Department of Geology, Frier Hall, Box 4099, Bldg. 12, Knowles Drive, Flagstaff, AZ 86011-4099 United States
AU: Bloom, J W
EM: Jeff.Bloom@nau.edu
AF: Northern Arizona University, Department of Teaching & Learning, Box 5774, College of Education, Flagstaff, AZ 86011-5774 United States
AB: For the past three summers, we have worked with in-service teachers on image processing, planetary geology, and earthquake and volcano content modules using inquiry methods that ended with mini-research experiences. Although almost all were science teachers, very few could give a reasonable definition of science at the start of the modules, and very few had a basic grasp of the processes of scientific research and could not include substantive scientific inquiry into their lessons. To build research understanding and confidence, an instructor-student interaction model was used in the modules. Studies have shown that children who participate in classrooms as learning and inquiry communities develop more complex understandings. The same patterns of complex understandings have resulted in similarly structured professional communities of teachers. The model is based on professional communities, emphasizing from the beginning that inquiry is a form of research. Although the actual "research" component of the modules was short, the teachers were identified as professionals and researchers from the start. Research/inquiry participation is therefore an excellent example by which to allow their teachers to learn. Initially the teachers were very reluctant to pose questions. As they were encouraged to share, collaborate, and support each other, the role of the instructor became less of a leader and more of a facilitator, and the confidence of the teachers as professionals and researchers grew. One teacher even remarked, "This is how we should be teaching our kids!' Towards the end of the modules the teachers were ready for their mini- research projects and collaborated in teams of 2-4. They selected their own research topics, but were guided toward research questions that required data collection (from existing studies), some data manipulation, interpretation, and drawing conclusions with respect to the original question. The teachers were enthusiastic about all of their research experiences and overall expressed a new understanding of science and research.
DE: 0805 Elementary and secondary education
DE: 0830 Teacher training
DE: 0850 Geoscience education research
DE: 6207 Comparative planetology
DE: 8178 Tectonics and magmatism
SC: Education and Human Resources [ED]
MN: 2006 Fall Meeting