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27. Not Looking a Gift Horse in the Mouth: Exploring the Merits of a Student-Teacher-Scientist Partnership

Author

McLaughlin, Cheryl A., Broo, Jennifer, and MacFadden, Bruce J.

Abstract

One major emphasis of reform initiatives in science education is the importance of extended inquiry experiences for students through authentic collaborations with scientists. As such, unique partnerships have started to emerge between science and education in an ongoing effort to capture the interest and imaginations of students as they make sense of the world around them. One such partnership is called the student-teacher-scientist partnership, in which teachers and their students participate in and contribute to the research of scientists. This article explores a partnership between a 10th-grade biology teacher, her students, and practicing scientists who collaborated in the design, implementation and evaluation of a horse evolution unit. The primary goal of the collaborative activity was to involve teachers and students in a process of conceptual change as a means of eliminating common misconceptions implicit in horse evolution displays in museums in various parts of the country. The evidence-based lessons developed enhanced students' understanding of concepts in macroevolution but also connected the science classroom with a community of scientists whose personalization of the horse evolution unit situated biological concepts and the learning experience within the context of real-world issues.

Published
2016
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35. At the Elbows of Scientists: Shaping Science Teachers' Conceptions and Enactment of Inquiry-Based Instruction

Author

McLaughlin, Cheryl A. and MacFadden, Bruce J.

Abstract

This study stemmed from concerns among researchers that reform efforts grounded in promoting inquiry as the basis for teaching science have not achieved the desired changes in American science classrooms. Many science teachers assume that they are employing inquiry-based strategies when they use cookbook investigations with highly structured step-by-step instructions. Additionally, most science teachers equate hands-on activities with classroom inquiry and, as such, repeatedly use prepackaged, disconnected activities to break the monotony of direct instruction. Despite participation in numerous professional development activities, many science teachers continue to hold misconceptions about inquiry that influence the way they design and enact instruction. To date, there is very limited research exploring the role of inquiry-based professional development in facilitating desired changes in science teachers' conceptions of inquiry. This qualitative study of five high school science teachers explores the ways in which authentic inquiry experiences with a team of scientists in Panama shaped their conceptions and reported enactments of inquiry-based instruction. Our findings suggest that professional development experiences engaging science teachers in authentic research with scientists have the potential to change teachers' naïve conceptions of inquiry, provided that necessary supports are provided for reflection and lesson design.

Published
2014
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40. Terrestrial Mammalian Herbivore Response to Declining Levels of Atmospheric CO2 During the Cenozoic: Evidence from North American Fossil Horses (Family Equidae)

Author

MacFadden, Bruce J., Baldwin, I.T., editor, Caldwell, M.M., editor, Heldmaier, G., editor, Jackson, Robert B., editor, Lange, O.L., editor, Mooney, H.A., editor, Schulze, E.-D., editor, Sommer, U., editor, Ehleringer, James R., editor, Denise Dearing, M., editor, and Cerling, Thure E., editor

Published
2005
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