Education Research
Research activity conducted by the Center for Integrating Research and Learning (CIRL) focuses mainly on influences on teaching practices and professional development. The primary way to investigate such issues has been supported by the Research Experiences for Teachers (RET) program. Although considerable resources have been expended in providing RET programs, there is little research investigating the effectiveness of such programs in terms of teacher knowledge, teaching practices, or subsequent student learning.
The RET and Research Experiences for Undergraduates (REU) programs, both funded by the National Science Foundation, offer K-12 teachers and college students the opportunity to experience the research environment here at the Lab. Learning with the support of their peers and instructed by some of the finest engineers and scientists in their fields, these RET and REU participants enjoy the chance to dig deep into a project that will enrich their future studies and careers.
The RET program is characterized as a traditional RET in which teachers are placed in individual faculty laboratories to participate in on-going research. Participants in this program come together daily for discussion and activities focused on pedagogical issues.
The researchers are examining the impact of these programs on teacher knowledge and practices, professional development and retention, and student learning. The research purpose is to provide a deeper and more generalizable knowledge of the necessary features of RET. Broadly, the research goals are to:
- analyze the essential features of RET programs
- examine participants’ understanding and enactment of inquiry
- study interactions with the personal characteristics of participants
- assess the influence of inquiry teaching on student learning in science
Research Projects
Where Are They Now? Influences on Teaching Practices, Career and Professional Development (2007-2008). Margareta M. Pop, Patricia Dixon (study in progress)
The purpose of this study is to investigate sustainable changes in teaching practices of science teachers as a result of their participation in a RET program. The study focus is on a group of RET participants (N=67) who attended the program at the Magnet Lab through Florida State University in the period 1999-2006. The study uses a mixed-methods approach; surveys and interviews are used to collect data. The purpose is to explore sustainable changes to participating science teachers years after attending the RET program. Such possible changes included: changes to classroom practices, increased participation in professional development, and teacher retention due to program participation.
In addition to investigating issues related to changes of science teaching practices as a result of RET participation, other research and program evaluation projects are investigating the effectiveness of various educational programs offered by CIRL.
The Solar System: To the Planets, Comets and Beyond (2007-2008). Margareta M. Pop, Patricia Dixon (in progress)
The purpose of this investigation was to evaluate the effectiveness of a series of workshops (The Solar System: To the Planets, Comets and Beyond!) offered by CIRL to practicing science teachers and educators from 2006-2007. The program's mission is to help K-12 science teachers grow professionally and better serve their students. Participants were 34 elementary science teachers implementing a curriculum unit designed by a NASA Education and Public Outreach Grant to enhance science teaching at the elementary education level. An online survey, observation and focus group were used to collect data.
The Ambassador Program Meeting (2007-2008). Margareta M. Pop, Patricia Dixon (program evaluation recently completed)
The purpose of this investigation was to evaluate the effectiveness of the Ambassador Program meeting offered to science educators through CIRL. Attending the 2007 Ambassador Program meeting were 70 science educators and teachers from various organizations and public schools (Pre K & K-12) in Tallahassee, Florida. Survey and observation were used to collect data.
Research Experiences for Teachers: Sustained Influences to Practice, Career, and Retention (2006-2007), Crissie Grove, Patricia Dixon (conference presentation).
This study was a pilot to a larger study to investigate sustainable changes to participating science teachers’ classroom practices, retention in the field, professional opportunities, and leadership roles resulting years after participation in a RET program. This pilot study investigated various changes to previous participants after attending an immersion-type of professional development program. This study focuses on a RET program that takes place in a national laboratory and pairs K-12 science teachers with mentor scientists to participate in all activities and experiments of the mentor scientist for six weeks during the summer. Previous studies suggest that this experience can have significant influences on teachers’ teaching of science, classroom beliefs, and confidence in teaching science (Dixon & Wilke, 2007; Grove & Dixon, 2007). This pilot study investigated any sustainable changes to participating science teachers years after attending the RET program. Such possible changes included: changes to classroom practices, increased participation in professional development, and teacher retention due to program participation.
This paper was accepted at the National Association of Research in Science Teaching (ASTE), International Conference, 2008 (http://theaste.org).
Download PDF (28 KB).
Research Experiences for Teachers: Influences Related to Expectancy and Value of Changes to Practice, Crissie Grove, Patricia Dixon (manuscript in preparation)
This qualitative study examines one professional development program and how this experience affects teachers’ thoughts about planning and science teaching practices specific to the elements focused on during the program (Loucks-Horsley, et al., 2003). The program supported 13 K-12 science teachers, selected from across the nation, to spend six weeks with a mentor scientist in a nationally recognized science laboratory. The RET program features are specifically designed to encourage reflective planning based on teachers’ understanding of inquiry, experimental design, the nature of science, process skills and communication.
This paper was presented at ASTE conference in 2007 (http://theaste.org) and the NARST conference in 2007 (http://www.narst.org).
Download PDF (122 KB).
The Influence of a Teacher Research Experience on Elementary Teachers' Thinking and Instruction (2007). Patricia Dixon, Ryan Wilke, Journal of Elementary Science Education, 19 (1) p.25-43
The purpose of this study was to investigate whether and how elementary teachers' thinking and instruction changed as a result of a teacher research experience. Each teacher worked with a scientist conducting research for a period of six weeks. Data in the form of classroom observations and interviews was collected before and after the research experience. Also, document analysis of journals kept during the research experience was conducted. Case studies for three elementary teachers describe the specific changes to thinking and instruction that resulted from the research experience and how such changes differed between beginning and experienced elementary teachers.
This paper was presented at the ASTE conference in 2007 (http://theaste.org) and the NARST conference in 2007 (http://www.narst.org).
Download PDF (154 KB).
Read article online.
Three-year Outcomes of Exposure to a Science Curriculum, V. Flynn, L. R., Milton, S., Curva, F., Spiegel, S., & Dixon, P. (2004), Psychological Reports, 94(2), 668.
Abstract: This study reports the results of a study of the effects of a science-based anti-smoking curriculum and on the occurrence of tobacco use behavior among adolescents. A sample of 1,137 seventh and eighth graders was surveyed using a paper-and-pencil measure. The study surveyed 1,142 seventh and eighth grade students across northern Florida. These students were from schools that had participated in the “Science, Tobacco, & You” curriculum three years earlier.
This paper was presented at the ASTE conference in 2006 and 2007 (http://theaste.org) and the NARST conference in 2006 and 2007 (http://www.narst.org).
Download PDF (31 KB).
For more information please contact Center Director Pat Dixon at pdixon@magnet.fsu.edu or
(850) 644-4707.
