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The research dynamic: a professional development model for secondary school science teachers
1Genetic Models of Disease Research Program, Oklahoma Medical Research Foundation, Oklahoma City, OK 73104. silvermanp@omrf.org
CBE Life Sciences Education
|June 3, 2009
Summary
This study introduces the research dynamic, a learning model for science teachers. It enhances teacher confidence through specified ignorance, peer interactions, and authentic gateway experiments.
Area of Science:
- Biochemical Genetics
- Science Education Research
Background:
- Mentoring secondary school science teachers for 10 years at the Oklahoma Medical Research Foundation.
- Experience gained through 8-week Summer Research Institutes.
Purpose of the Study:
- To present a novel learning model, the 'research dynamic', for science teacher professional development.
- To evaluate the impact of this model on teachers' confidence and preparedness.
Main Methods:
- Describing the three core components of the research dynamic: specified ignorance, peer interactions, and gateway experiments.
- Utilizing seminal experiments in biochemical genetics as illustrative examples.
- Framing specified ignorance through hypotheses, predictions, or questions derived from peer interactions.
Main Results:
- Demonstrating the effectiveness of gateway experiments, characterized by authenticity and simplicity.
- Highlighting peer interactions as a catalyst for identifying areas of specified ignorance.
- Providing evidence of significant positive effects on teachers' confidence in their professional preparedness.
Conclusions:
- The research dynamic model is effective in enhancing science teachers' confidence.
- The model's components—specified ignorance, peer interactions, and gateway experiments—work synergistically.
- Authentic and accessible gateway experiments are crucial for scientific inquiry and learning.
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