Defining "Research" for Science K–12 Teachers: Perspectives From Research Stakeholders

• In Event: AERA Poster Session 3
  In Poster Session: Science Teaching and Learning

Abstract

Recently, the Next Generation Science Standards have encouraged United States teachers to create conditions for students to engage in and perform authentic tasks like those conducted by researchers. While lacking in sufficient scientific and research background experiences, many teachers have incorporated inquiry- and project-based learning experiences. This paper examines the research experiences and conceptual understanding of research of eighteen professional researchers from a variety of scholarly fields. Applying thematic analysis to semi-structured interviews, we identify four factors that are common in how researchers define and do research. To appropriately support students during science tasks, we argue that teachers should conceptualize research as a dynamic and complicated process requiring literacy, research context, and a willingness to inquire and be creative.

Authors

• Amari Tevell Simpson, University of Illinois at Urbana-Champaign

• Rachel M Magee, University of Illinois at Urbana-Champaign