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

HR: 1340h
AN: ED13A-1209
TI: Creating Authentic Research Centers In Secondary Classrooms And Retaining The Best Science Teachers
AU: * Rodriguez, D
EM: cdrodriguez@mac.com
AF: National High Magnetic Field Lab, Florida State University, 1800 East Paul Dirac Drive, Tallahassee, FL 32310 United States
AU: McHenry, R M
EM: mchenryr@mail.leon.leon.k12.fl.us
AF: National High Magnetic Field Lab, Florida State University, 1800 East Paul Dirac Drive, Tallahassee, FL 32310 United States
AB: My name is David Rodriguez. I am a middle school science teacher with 18 years of teaching experience both in Leon County, Florida and in Guinea West Africa, and South Africa. I am a National Board Certified Teacher. Richard McHenry is a high school Chemistry Advance Placement teacher with over 25 years of teaching experience, also in Leon County, Florida. Rich is a National Board Certified Teacher as well. We participated in a Research Experience For Teachers (RET) program at the National High Magnetic Field Lab in Tallahassee, Florida in 2001 and 2002. This experience has had a profound impact on our teaching, and on our student's learning. During our experience, it became clear to us that there is great importance in how scientists approach their research. We discussed this approach with teams of scientists, and asked them how they thought it could be modeled in classrooms. As teachers, we have been convinced of the value of cooperative learning for years, but to assign roles in cooperative groups similar to the roles that are created in a research science setting has improved student learning. Each team of students is assigned a project manager, data analyst, engineer, and principal investigator. The role of each scientist is specific. As a result of our RET experience, Rich also created a new program in his high school class in which students write scientific papers at the end of each grading period that outline the achievements and lab experiences completed during that period. The importance of publishing research and communicating with the greater scientific community are highlighted through this unique experience. These papers go through a peer review process within the school, and are then sent to the National High Magnetic Field Lab for further review provided by scientists and educators. I was also involved in an atmospheric research project during my RET program that utilized teachers and students throughout the state in the collection of data. Elementary through high school teachers in the state of Florida were contacted and asked to collect a sample of Spanish Moss from trees near their schools. These samples were sent to scientists and educators involved in the RET program at the National High Magnetic Field Lab who examined and compared the concentrations of a number of pollutants. When presented with a an opportunity leave the classroom two years ago to take on a new position, I decided to continue teaching middle school science, in large part due to my continued involvement in the research programs available at the the National High Magnetic Field Lab. Programs such as the RET program are essential to retaining the best science teachers in our schools.
DE: 0805 Elementary and secondary education
DE: 0830 Teacher training
SC: Education and Human Resources [ED]
MN: 2006 Fall Meeting