Extended Abstract (240K)1.2
Immersing Instruction in Inquiry–The I 3 Project: Science Teachers as Researchers
Paul J. Croft, University of Louisiana, Monroe, LA; and E. Pani, P. Watts, and B. Armfield
The University of Louisiana at Monroe hosted a professional development project for elementary and middle school science teachers from northeast Louisiana. The I3 Project (Immersing Instruction in Inquiry) was funded through the Louisiana Systemic Initiatives (LaSIP) and LaGEARUP programs in order to involve teachers in a true scientific research environment. During the three-week summer institute teachers became better equipped to meet the state’s science core guidelines by developing critical thinking and analytical skills and acquiring content knowledge, while experiencing the actual science inquiry process. During the first week of the institute teachers were trained in the basic principles of experimental design and data analysis necessary for developing scientific “habits of mind” including scientific curiosity, investigation, integrity, and open-mindedness. During the second and third weeks, small teacher groups were formed to carry out scientific investigations in the areas of agriculture, chemistry, geology, and weather (atmospheric science). Teachers spent half of each day with ULM faculty mentors engaged in projects requiring observation, analysis and interpretation of data, and application of concepts learned. The projects incorporated use of various scientific tools and technology (e.g., graphing calculators, Internet resources). The results of the research projects were presented at a “Scientist-in Training Convention” attended by school and system administrators and community support persons. The teachers working on weather projects focused on the integrative nature of atmospheric science in their studies thus enhancing their abilities to facilitate student-centered learning. Pre- and post- institute assessments of teacher’s science process skills are reported.
Session 1, K-12 and Popular initiatives (Room 615/616)
Monday, 12 January 2004, 9:00 AM-1:30 PM, Room 615/616
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