Teaching Experiences for Graduate Student Researchers: A Study of the Design and Implementation of Science Courses for Secondary Students.

摘要

Modern science education reform recommends that teachers provide K-12 science students a more complete picture of the scientific enterprise, one that lies beyond content knowledge and centers more on the processes and culture of scientists. In the case of Research Experience for Teachers (RET) programs, the "teacher" becomes "researcher" and it is expected that he/she will draw from the short-term science research experience in his/her classroom, offering students more opportunities to practice science as scientists do. In contrast, this study takes place in a program that allows graduate students, engaged in research full-time, to design and implement a short-duration course for high school students on Saturdays; the "researcher" becomes "teacher" in an informal science program.;In this study, I investigated eleven graduate students who taught in the Saturday Science (SS) program. Analyses revealed participants’ sophisticated views of the nature of science. Furthermore, participants’ ideas about science clearly resonated with the tenets of NOS recommended for K-12 education (McComas et al., 1998). This study also highlighted key factors graduate students considered when designing lessons. Instructors took great care to move away from models of traditional, "lecture"-based, university science teaching. Nonetheless, instruction lacked opportunities for students to engage in scientific inquiry. In instances when instructors included discussions of NOS in SS courses, opportunities for high school students to learn NOS were not explicit enough to align with current science reform recommendations (e.g., AAAS, 2009). Graduate students did, however, offer high school students access to their own science or engineering research communities.;These findings have significant implications for K-12 classroom reform. Universities continue to be a valuable resource for K-12 given access to scientists, materials or equipment, and funding. Nonetheless, and as was the case with graduate students in this study, scientists who engage in partnerships with K-12 need explicit training on effective science teaching methodologies just as classroom teachers need this training. In other words, despite membership in the science research community – thus sound understanding of authentic science practice – university scientists may not be prepared to or understand the importance of translating this for K-12 partners.