2010 Fall Meeting          
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Cite abstracts as Author(s) (2010), Title, Abstract xxxxx-xxxx presented at 2010 Fall Meeting, AGU, San Francisco, Calif., 13-17 Dec.

HR: 1205h
AN: ED52A-08
TI: Scaffolding Pre-Service Teachers’ Learning to Conduct Authentic Research with Real-Data
AU: *Slater, T F
EM: timslaterwyo@gmail.com
AF: University of Wyoming, Laramie, WY, USA
AU: Lyons, D J
EM: danjlyons@gmail.com
AF: University of Wyoming, Laramie, WY, USA
AU: Slater, S J
EM: sslater3@uwyo.edu
AF: University of Wyoming, Laramie, WY, USA
AU: Center for Astronomy & Physics Education Research CAPER Team
AB: The scientific literature on teacher learning clearly indicates that most science teachers do not have strong backgrounds or inclinations to engage in authentic scientific inquiry. In response, we have developed and tested a carefully scaffolded approach to teaching pre-service and in-service teachers how to successfully conduct scientific inquiry. Based on the literature describing cognitive load, our approach of Backwards Faded Scaffolding (BFS) is a method of teaching science as inquiry that focuses on scaffolding the inquiry process to allow learners to develop a deeper understanding of how science is really done. In this BFS approach, the classical “scientific method” is turned upside-down starting with matching evidence to conclusions, scaffolding through five phases, and ending with learners proposing their own research projects and then carrying out research projects to answer these questions. These five phases can be summarized as follows. Phase 1-Exploration Phase: Each lab began with an exploration section to help learners become familiar with both the science content and the laboratory tools, in most cases web-based software; Phase 2-Matching Evidence to Conclusions: Here learners are presented with claims bases on evidence they have just collected, then asked to assess how well those claims match that evidence; Phase 3- Making Evidence-based Claims: Learners are presented with data and are required to draw conclusions bases on that evidence; Phase 4-Deciding What Evidence is Needed: A research question is posed and learners are required to determine what evidence needs to be collected and how to collect it in order to answer that question; and Phase 5-Carrying Out a Research Project: Learners pose a research collection of their own design, propose a step-by-step propose a plan to pursue evidence, carry out the plan, report the evidence, generate evidence-based conclusions and assessing how well evidence justifies those claims. Using assessment instruments including the Test Of Astronomy STandards (TOAST); the Science Teaching Efficacy and Beliefs Instrument (STEBI Form B); and the Views on Science Inquiry (VOSI), this approach has consistently demonstrated positive enhancements on teachers interest, knowledge, and confidence in teaching science through inquiry based on using authentic scientific data.
UR: http://www.uwyo.edu/caper
DE: [0830] EDUCATION / Teacher training
SC: Education and Human Resources (ED)
MN: 2010 Fall Meeting