1. Module code: RES503 Date: March 2, 2013 Student ID: 120168 Name: Marwa Hamdi El Tanahy Master of Education 1 Creativity, Inquiry, or Accountability? Scientists and teachers’ perceptions of science education Taylor, A., Jones, M., Broadwell, B. & Oppewal, T.(2008). Creativity, Inquiry, or Accountability? Scientisits' and Techers' Perceptions of Science Education. Wiley InterScience. [online].[7 February 2013].avaliable atwww.interscienwww.interscien ce.wiley.comce.wiley.com.

2. Introduction  Purpose of the study  The study was conducted To explore scientists’ and teachers’ perceptions about precollege science education. To identify differences and similarities that may exist in their perceptions.  Clearly explained and supported by many citations  The significant of the study: To emphasize the beneficial partnerships between scientists and teachers to improve the science instruction at the precollege level. 2

3. Study Questions  Study Questions  1- What are scientists’ perception of science in K-12 classroom?  2- What are scientists’ perceptions of science teacher preparation?  3- What do scientists perceive to be the main goal of science education?  4- How do scientists’ perceptions compare with science teachers’ perception? Well designed to cover the study purpose Represented the depth of the study Types of questions represent the methodology 3

4. Literature Review  Logically organized & Supported with citations  Rationale of the study: The following study was built on an initial attempt in the field to synthesize the objectives of education into a coherent set of goals for precollege science (Harms&Yager,1981)  Highlights a study based on a 3-year project funded by a National Science Foundation grant to the Science Museum of Minnesota. done (Jeanpierre, B., Oberhauser, K., & Freeman, C. 2005). 4 Project Synthesis Personal needs Societal needs Academic preparation Career awareness

5. Procedure/Methodology phenomenological study  Qualitative phenomenological study used to fulfill the study questions. ”phenomenologists focus on describing what all participant have in common as they experience the phenomenon” ( Creswell 2006, p.58)  Participants 1. 2.  The purpose behind choosing the participants:  Nobel laureates and scientists of the National Academy of science are often placed as critic for science education.  Teachers with a mean of 11years of teaching experience.  The selected sample with higher percentage of males than females may lead to a biased results. 37 Scientists 5 31 males6 females 5 Nobel Laureates 1”National Academic of Science 21 Science teachers 6 males15 females After initial analysis of the interview transcripts

6. Procedure/Methodology Data Collection & Analysis  Different instruments used in data collection : Interviews, audio record, transcripts, questionnaire … 1.Scientists 2.Science teachers  1. In this study, unstructured interview were used for scientists to collect data, which allowed flexibility  A team of four science educators reviewed the interview protocol to increase the research validity 6

7. Procedure/Methodology  Three initial reasonable and purposeful coding categories were created in transcripts for data collection to compare & contrast their perceptions then were represented in well-designed tables  Frequencies of responses were calculated.  The author tried to avoid the bias by using multiple readers to review the interview transcripts during the development of the initial coding. 15% of the interviews were independently coded by 2 of the researchers. 7 Scientists’ perceptions of science education Science teachers preparations Goals of science education

8. Procedure/Methodology  2. Data collection for science teachers occurred during some stages to promote more participation by teachers who have limited free time:  Science teachers’ views were assessed through a written questionnaire.  Teachers were allowed to answer the survey over the period of 2 weeks.  Email contacts were made to clarify teachers responses  Data analysis for teachers’ responses:  Responses were coded using the same categories that used for scientists’ responses.  Responses for both scientists and science teachers were compared and contrasted  In (Jeanpierre, B., Oberhauser, K., & Freeman, C. 2005).  A mixed methodology was used to identify the outcome of professional development experience by applying inquiry methods 8

9. Results  The study questions were fully answered and explained  Science education has two main concerns for scientists  Science teachers’ preparation has three main concerns for scientists  The main goals of science education for scientists  76% of the teachers agreed with the scientists’ perceptions about the goals of education. 9 63% quality26% variability in instruction No enough contentNo enough resourcesNo enough strategies To create excitement in learningTo practice critical thinking skills

10. Conclusion 10 2. Research study 2008 Scientists wanted students and teachers to experience the (cool factor) awe& joy in inquiry methods. 1.Project Synthesis 1980s Students should pursue science academically as well as professionally to acquire the academic knowledge appropriate for their needs The value of connecting science to real life applications (apply science in students’ lives) The value of connecting science to real life applications (apply science in students’ lives)

11. Conclusion  The author admitted the study limitations in  More males than females.  Limited sample size of scientists with limited experience in science education. The author admitted that it was not clear for him how the scientists’ perceptions were formed and what evidence scientists use to when making judgments about precollege education  To rectify this, he recommended that further studies are needed to document how scientists’ perceptions are shaped.  Recommendation for further studies  To examine the degree to which scientists are willing to contribute to teacher education through changing their behavior in their own classroom rather than only offering suggestions for teachers and science educators. 11

12. Why? How? 12 Understand the perceptions of scientists & science teachers in precollege Understand the perceptions of chemistry teachers in high school and higher educators

13. References  Taylor, A., Jones, M., Broadwell, B. & Oppewal, T.(2008). Creativity, Inquiry, or Accountability? Scientisits' and Techers' Perceptions of Science Education. Wiley InterScience. [online].[7 February 2013].avaliable atwww.interscience.wiley.com.www.interscience.wiley.com  Creswell, J. W. (2006). Qualitative Inquiry& Research Design. 2 nd ed: Choosing among five approaches.  Jeanpierre, B., Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effect change in secondary science teachers’ classroom practices. Journal of Research in Science teaching. 13