The effect of university research experiences on middle level math and science instructors perceptions

TERMS (Transitioning Engineering Research to Middle Schools) is a Research Experience for Teachers (RET) project that targets the middle school teachers who teach the students most at risk for losing interest in science, engineering, and mathematics. As most students advance through middle school science classes, their attitudes toward science and math become more negative. The middle grades are a critical period for students, representing the period most beneficial to provide engaging academic opportunities. The TERMS project strived to develop curriculum and experiences for the middle grades by placing the teachers into a community of practice. The research component of the project was enhanced over three years; the teachers wrote research papers, developed research boards for science fairs, and gave research presentations. The program has improved teacher perceptions towards engineering research and teaching. This is evidenced by a survey that was adapted from one available to the RET network. The survey looks at the satisfaction with the RET experience, the extent that the faculty mentor met RET expectations, the success of the RET experience, the impact of the RET program on the RET personally, level of engagement, and learning experiences. Research results are provided from additional surveys that examine teacher perceptions towards research and science and mathematics teaching through the context of engineering.

[1]  J. Wilkins,et al.  The development of science achievement in middle and high school. Individual differences and school effects. , 2002, Evaluation review.

[2]  Michael A. Mooney,et al.  Adventure Engineering: A Design Centered, Inquiry Based Approach to Middle Grade Science and Mathematics Education , 2002 .

[3]  Etienne Wenger,et al.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[4]  E. Wenger,et al.  cultivating communities of practice , 2002 .

[5]  L. Richards,et al.  Assessing Engineering Teaching Kits For Middle School Students , 2004 .

[6]  Jacquelyn F. Sullivan,et al.  Teachers Teaching Teachers: Linking K-12 Engineering Curricula with Teacher Professional Development , 2004 .

[7]  Erik Rushton,et al.  Infusing Engineering Into Public Schools , 2002 .

[8]  M. Chi,et al.  From things to processes: A theory of conceptual change for learning science concepts , 1994 .

[9]  Stacy Wilson,et al.  Engineering in the Classroom , 2006 .

[10]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[11]  Mary E. Graham,et al.  Partners in engineering: Outreach efforts provide holistic engineering education for middle school girls , 2006 .

[12]  David F. Channell.  Pasteur's Quadrant: Basic Science and Technological Innovation , 1999 .

[13]  Valérie Cohen-Scali.  The Influence of Family, Social, and Work Socialization on the Construction of the Professional Identity of Young Adults , 2003 .

[14]  Helen L. Gibson,et al.  Longitudinal impact of an inquiry‐based science program on middle school students' attitudes toward science , 2002 .

[15]  Ann M. L. Cavallo,et al.  Students' Science Perceptions and Enrollment Decisions in Differing Learning Cycle Classrooms. , 2001 .

[16]  Michelene T. H. Chi,et al.  Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust , 2005 .

[17]  N. Augustine.  Rising Above The Gathering Storm: Energizing and Employing America for a Brighter Economic Future , 2006 .

[18]  E. Wenger.  Communities of Practice: Learning, Meaning, and Identity , 1998 .