Learning Science as Inquiry With the Urban Advantage: Project Overview

• In Event: Developing Middle School Teachers’ Understandings About Scientific Inquiry and Investigations: A Case of Formal-Informal Partnerships

Abstract

In this presentation, we provide information about the study’s purpose, framework, and methodology. Learning Science as Inquiry with the Urban Advantage: Formal-Informal Collaborations to Increase Science Literacy and Student Learning is a collaborative development and research project focused on advancing knowledge of the role informal science education institutions play in enhancing science literacy for middle school students, teachers, and administrators. Urban Advantage (UA), a middle school science initiative involving informal science education institutions, provides PD for middle school teachers and administrators and hands-on experiences for students to learn how to conduct scientific investigations. This project examines how informal science education institutions can design resources to support teachers and students in learning about the nature of science (NOS) and conducting scientific investigations, how these resources are used, and to what extent and how they contribute to participants’ learning. The work is framed around the conventional, personal, environmental and social resources that help teachers do their work (Cohen, Raudenbush, & Ball, 2003). We do not consider these resources as static. Instead, in this view, instruction involves the interaction of teachers with students and content, mediated by the presence and skillful use of those resources.
The study is a four year longitudinal study of three cohorts of teachers, their administrators and students; data analysis for this symposium involves the first cohort of teachers (n=15). For all teachers/administrators in our sample we administered: (1) a teacher survey assessing their knowledge of freshwater ecosystems, pedagogical content knowledge, understandings about scientific inquiry and investigations, classroom instructional practices, and engagement in UA and other PD; (2) an administrator survey assessing their engagement in UA, understanding of scientific inquiry and investigation, understanding of relevant instructional practices, and school context; and (3) observation protocols documenting PD events. In case study schools (n=7), we interviewed participating teachers and administrators; observed teachers’ classroom instruction; administered a student survey assessing students’ understanding of the NOS, scientific inquiry, and secondary research, as well as their confidence and interest in science; and conducted a performance task assessing how students work with scientific data. Outcome data include: (1) student, teacher, and administrator perceptions of science and scientific inquiry; (2) teachers’ classroom practice and the opportunities provided for students to work with secondary data sources; (3) teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) and (4) students’ content knowledge and engagement.

Author

• Patricia S. Bills, Michigan State University