HR: 11:55h
AN: ED22A-07    [Abstracts]
TI: Connections in the Field and Beyond: A Case Study of Successful Teacher Research Experiences at the Poles
AU: * Rosenberger, D
EM: drosenberger@guhsd.net
AF: El Capitan High School, 10410 Ashwood, Lakeside, CA 92040, United States
AB: Successful and lasting partnerships between scientists and teachers can be established through Teacher Research Experiences (TRE). The documented benefits of the TRE include increased teacher retention in addition to renewed instructional practices in veteran teachers. The reality and excitement of field science is very difficult to convey to students if the teacher has never personally experienced it, and a TRE can transfer this interest into the classroom. With the field research experience as the centerpiece of the TRE relationship, much should be done before, during, and after the TRE to ensure a positive and lasting connection that meets the needs of both the teacher and researcher. This presentation focuses, from a teacher's first-hand perspective, on the critical issues that scientists must consider to ensure successful collaborations with teachers in the field. I have participated in two TRE's and have learned a great deal from both. In 2001, through the National Science Foundation sponsored program Teachers Experiencing Antarctica and the Arctic (TEA) I was able to participate in biochemical oceanographic science on-board the Icebreaker Oden in the Arctic Ocean. In 2005, I did biogeochemical research at Pony Lake/McMurdo Station in Antarctica as a participant in Teachers and Researchers Exploring and Collaborating (TREC), a program of the Arctic Research Consortium of the United States (ARCUS). On both research experiences, I was a working member of the science team. I was responsible for numerous teaching and outreach activities including: uploading daily journals and photos to a website, answering email from students and the public, and managing live communications with schools. Both research experiences were very successful and have resulted in lasting relationships with scientists and other teachers interested in polar science. My participation in these experiences also influenced my teaching by increasing student enthusiasm in the classroom and expanding my curriculum. It has also resulted in numerous public and school presentations. Based on these researcher experiences, I have found that are several key factors for a research experience to be successful. (1) Teachers must be prepared, open, and ready to accept a new and challenging role. (2) Teacher expectations need to be based on reality. If a teacher's expectations are different than the reality, the teacher may not be prepared to deal with a completely different set of circumstances on a daily basis. (3) Teachers should be well versed in the necessary technology skills needed for the field before deployment. This includes understanding how to operate scientific instruments as well as the technology used to convey the experience to the public. (4) Teachers need to be integrated into the science team. Assessment of his or her strengths should be done before the beginning of the actual field experience so that potential problems can be discussed and averted. Teachers also need a carefully developed schedule, however, allowing them to work with the team as well as work on their educational and outreach duties. The TRE can be a rewarding experience for both scientist and teacher, but both must be willing to work to ensure the evolution of a beneficial relationship that has impacts well beyond the field. Expectations and realities need to be discussed throughout the research experience or the experience may be a disappointment for one or both parties and the opportunity for ongoing collaboration may be impeded. Through successful TRE's and effective teacher researcher relationships, we will continue to improve science content for the present and generations of students and teachers to come.
UR: http://www.polartrec.com
DE: 0805 Elementary and secondary education
DE: 0815 Informal education
DE: 0830 Teacher training
DE: 0855 Diversity
SC: Education and Human Resources [ED]
MN: 2007 Fall Meeting