Authors:
Lindsey Hubbard, North Carolina State University, United States
Stella Jackman-Ryan, North Carolina State University, United States
Margareta Thomson, North Carolina State University, United States
Email: lehubbar@ncsu.edu
Published: August 12, 2022
https://doi.org/10.22492/ijpbs.8.1.05
Citation: Hubbard, L., Jackman-Ryan, S., & Thomson, M. (2022). Immersive Research Experiences: Influences on Science Teaching Motivation and Practices, 8(1). https://doi.org/10.22492/ijpbs.8.1.05
Abstract
The push for inquiry-based learning in science classrooms has been met with anxiety and oftentimes low teaching self-efficacy among science teachers (Martin, et al., 2019). Professional development offers an opportunity for teachers to gain confidence through experiencing a real research lab. The current study investigates the outcomes of an extensive 8-week professional development program (N=8) on teachers’ classroom instruction and explores the influential factors in instructional change. Focus groups and individual interviews were conducted to understand teacher’s PD experiences. Three major themes emerged: model the actions of scientists, evidence of inquiry-based instruction, and evidence of self-efficacy. Professional development opportunities including an immersive lab experience, opportunities to build a learning community, and opportunities to feel like a student are influential to changes towards are more inquiry-based learning approach in the classroom and higher self-efficacy. When seeking opportunities for professional development for high school science teachers, school leaders and science teachers should search for key features that promote changes in the classroom leading to more inquiry-based learning.
Keywords
inquiry-based learning, professional development, research experience, science education, teaching self-efficacy
Erratum: This article was reuploaded on 9 November 2022 after minor corrections were made to reference list.