"Science Is Never Complete": A High School Science Teacher's Six-Week Experience in a Biomedical Engineering Lab (Poster 8)

• In Event: Sunday Poster Session 7:45 am
  In Poster Session: Contemporary Issues in Science Teaching and Learning

Abstract

The purpose of this autobiographical case study (Yin, 1994) is to identify the impact that a summer research experience for teachers has on the pedagogical and instructional practices of a justice-centered science teacher. The professional development at the center of this study supports equitable access to STEM resources in a racially segregated school district. This investigation explores the affordances and hindrances of a biomedical engineering lab experience on the instructional growth of a veteran science teacher, Darrin. These experiences were collected through daily journal entries, experimental outcomes, weekly surveys and discussions in curricular workshops. The results of this study suggest that the biomedical engineering lab experience supported the participant/researcher’s transformations in curricular development, instructional practices, understandings of science, and pedagogical frameworks.

Authors

• Darrin A. Collins, University of Illinois at Chicago

• Jennifer D. Olson, University of Illinois at Chicago

• Miiri A Kotche, University of Illinois at Chicago