University Science Teachers as Researchers: Blurring the Scholarship Boundaries |
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Authors: | Sandra K Abell |
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Institution: | (1) Southwestern Bell Science Education Center, University of Missouri, Columbia, 303 Townsend Hall, Columbia, MO 65211, USA |
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Abstract: | In this paper I examine the phenomenon of university teachers as researchers in their own classrooms. I use examples of three
research teams in which we studied: (1) student response to a science and society course; (2) teacher and student perceptions
of inquiry in a physics course; and (3) teaching and learning about the nature of science in an elementary science pedagogy
course. In addition to describing each study, I compare their purposes, researcher roles, and actions taken. I use these comparisons
to address the ideological clashes and dilemmas of ownership, action, and quality that arise in this kind of research. Finally,
I comment upon the significance of university teachers as researchers for themselves, their institutions, and the research
community. |
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Keywords: | action research college/university science teaching self-study teacher research |
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