Meeting Abstract

73.5  Thursday, Jan. 6  Impacting Science Teacher Candidate Practices through Authentic Research Experience MOORHEAD, Luke*; BREUNER, Creagh; BLANK, Lisa; University of Montana; University of Montana; University of Montana senorluke@gmail.com

Colburn (2000) has shown that the teacher is a key element in implementing an inquiry-based classroom. Research experience in science settings has also shown to positively effect teacher candidate’s views of teaching science, science identity, and propensity to employ an inquiry teaching pedagogy in their classrooms. The Tioga Internship program partnered undergraduate science majors and science education majors with research scientists and education faculty. Prior to field work students and faculty met as a learning community for a one-semester seminar where students developed a deeper understanding of stress ecology and the ability to use educational research to develop a teaching module. Teacher candidates created their own module to be utilized during the internship based on the behavior, telemetry study, and general biology of white-crowned sparrow (Zonotrichia leucophrys) populations established in the high Sierra Mountains. Students and faculty then spent four weeks in the field with research faculty examining the white-crowned sparrow’s adrenocortical response to stress. Teacher candidate case study results from this pairing of pedagogy and authentic research showed a greater appreciation for the actual work that goes on behind developing science understandings, laws and theories and increased interest and confidence in using an inquiry teaching approach in their lesson planning. Including teacher candidates in scientific research projects can be a useful model for positively impacting science teaching practices and resulting student attitudes.