HR: 08:30h
AN: ED21B-03    [Abstracts]
TI: Impact of the REVEL Project: How Do Science Teachers Change by Doing Cutting-Edge Oceanographic Research?
AU: Windschitl, M A
AF: University of Washington, College of Education, Box 353600, Seattle, WA 98195-3600 United States
AU: * Robigou, V
AF: University of Washington, School of Oceanography, Box 357940, Seattle, WA 98195-7940 United States
AB: The REVEL Project (Research and Education: Volcanoes, Exploration and Life) is an NSF-funded, professional and personal development program for K-12 science teachers. REVEL teachers are motivated to use genuine, deep-sea research and seafloor exploration as tools to implement inquiry-based science in their classrooms, schools, and districts, and to share their experiences with their communities. Initiated in 1996 as a regional program for Northwest science educators, REVEL evolved into a multi-institutional program inviting teachers to practice doing research on sea-going research expeditions. Today the project offers teachers throughout the U.S. an opportunity to participate and contribute to multidisciplinary, deep-sea research in the Northeast Pacific Ocean. From the past two years of this program we have conducted intensive research and evaluation of the teachers themselves. Among our key findings: 1) The research experience provided participants with deep content knowledge and the skills not only to do inquiry with students in their classrooms, but to give students ownership over the process of asking and answering their own questions, 2) Participants understood scientists to be resourceful and flexible in their thinking. Participants carried these observations back to their classrooms, encouraging students to believe that they can "be scientists" by overcoming set-backs and complications in doing investigative work, and 3) Most participants shifted their identities from "just a teacher" to "a teacher who does science." Their students, colleagues, and community members looked upon them differently. They also acquire a different status with their peers. We advocate for more rigorous investigations to be conducted on research-partnership professional development programs, specifically on how they influence the thinking, identity, and eventual pedagogy of educators. The body of research available on teacher professional development is extensive but the impact of high-tech, high-communication, fast-paced, collaborative, cutting-edge research on teachers' ability to transfer today's scientific process to students and how this might spark students' interest in science or improve their confidence or their reasoning skills are poorly understood.
DE: 0825 Teaching methods
DE: 0830 Teacher training
SC: Education and Human Resources [ED]
MN: Fall Meeting 2005