1. Debbie French EDCI 5870 November 13, 2012

2.  NITARP has never been evaluated.  Other research experiences for teachers (RETs) in astronomy as well as other branches of science have been evaluated.  This research will evaluate NITARP and compare the results to evaluations of similar RETs such as Buxner, 2010.

3.  Similar programs that have been evaluated in the literature: Arizona Science Teacher Advancement and Research Training Program (AZ-START), (Buxner, S., 2010) Astronomy Research Based Science Education (A-RBSE), (Buxner, S., 2010) Chaco Educator Institute. (Buxner, S., 2010) Nevada Science Teacher Enhancement Project, (N-STEP), (Buck, P., 2003) Future Teachers Research Program at the University of Arizona (Raphael, J., Tobias, S., Greenberg, R. (1999). Teachers in the Woods, Dresner, M., Worley, E. (2006). 8-Week summer research experiences with mentor faculty at a large university (Westerlund, J. F., et al. (2002).

4.  Evaluation of similar RETs produced mixed results.  All studies reviewed reported teachers increased content knowledge, research skills, professional collaboration (with researcher and with other teachers).  There are mixed results as to whether RETs increase teachers’ understanding of scientific inquiry and the nature of science.

5. Research that shows teachers increasing their knowledge of scientific inquiry/NOS Research that did not show any statistically significant difference in teachers’ understanding of scientific inquiry/NOS Westerlund, J. F., et al. (2002)Buck, P (2003) Raphael, J., Tobias, S., Greenberg, R. (1999) Dresner, M., Worley, E. (2006) Buxner, S. (2010) showed that teachers increased their knowledge in science and research methods. They reported increasing the inquiry in their classrooms. However, there were no significant increase in the teachers’ understanding of the nature of science/scientific inquiry and teachers were not likely to implement research into the classroom.

6.  To determine how participating in an authentic astronomy research experience has changed teachers’ attitudes toward science and scientific inquiry and how they view astronomers and how astronomical research is done.

7. How does participation in the NASA/IPAC Teacher Archived Research Program (NITARP, formerly known as SSTPTS) affect teachers’ attitudes toward science and scientific inquiry? How do participants view astronomers and what it means to do astronomy? 1 2

8.  Emphasis on teaching science through inquiry,  There may be barriers preventing teachers from using inquiry.  A lack of research experience may be one such barrier.  Most pre-service teachers are not required (or do not even have the option) of doing research as part of their undergraduate education.  Even if pre-service teachers do have the opportunity to do scientific research, there need to be programs allowing veteran teachers to conduct research.  Teachers who have research experience through NITARP will increase their understanding of the nature of science and implement inquiry into their classrooms.

9.  Since this study is examining how participating teachers view science and scientific inquiry as well as how they view astronomers and astronomy as a discipline, this will be an interpretivist study.  This will be a phenomenological study.

10.  Past NITARP teachers participating in this study will be asked to complete an open- ended survey.  Survey questions include: school demographics, teacher background and experience, what they learned from NITARP how they implemented what they learned from NITARP in their classrooms.  In addition to the survey, participants will be participating in an interview.

11.  There will be no statistically significant change in teachers’ understanding of the nature of science.  Teachers will report Learning scientific content knowledge. Learning scientific research methods/skills. Making and maintaining professional connections. Gradually implementing more inquiry into their classrooms.

12. Reference Adams, P. E., Krockover, G. H. (1997). Beginning Science Teacher Cognition and Its Origins in the Preservice Secondary Science Teacher Program. Journal of Research in Science Teaching, 34(6), 633-653. Buxner, S. (2010). Exploring the Impact of Science Research Experiences for Teachers: Stories of Growth and Identity. (Doctoral Dissertation). University of Arizona. Buck. P. (2003). Authentic Research Experiences for Nevada High School Teachers and Students. Journal of Geoscience Education, 51(1), 48-53. Dresner, M., Worley, E. (2006). Teacher Research Experiences, Partnerships with Scientists, and Teacher Networks Sustaining Factors From Professional Development. Journal of Science Teacher Education, 17, 1-14.\ Raphael, J., Tobias, S., Greenberg, R. (1999). Research Experience as a Component of Science and Mathematics Teacher Preparation. Journal of Science Teacher Education, 10(2), 147-158. Taylor, J. A., Dana, T. M. (2003). Secondary School Physics Teachers’ Conceptions of Scientific Evidence: An Exploratory Case Study. Journal of Research in Science Teaching, 40(8), 721-736. Westerlund, J. F., et al. (2002). Summer Scientific Research for Teachers: The Experience and its Effect. Journal of Science Teacher Education, 13(1), 63-83.

13.  http://coolcosmos.ipac.caltech.edu/cosmic_cla ssroom/teacher_research/news.shtml