Improving College Teaching through Action Research
Research Team
Faculty: Dr. Molly Weinburgh and Dr. Mark Bloom
Graduate students: Molly Holden, April Sawey, and Valerie Wielard
Project
We developed an instructional sequence based on delicate empiricism, an approach to science suggested by Goethe in the late 1700 and early 1800s and piloted it in 2006 with a cohort of 72 students enrolled in an elementary science methods course. Analysis of the data from the first trial revealed areas of concern for the researchers and for the science methods course instructor. Therefore, we have employed action research as a methodological framework as we work to improve the instructional sequence and the learning of the pre-service teachers.
Action research is the systematic and self-reflective inquiry conducted by practitioners to improve their own teaching practices and to further their understanding of those practices (Carr & Kemmis, 1986; Feldman & Capobianco, 2000). Action research helps the practitioner to recognize practical and personal problems related to teaching and to take action to solve/resolve the problems (Capobianco, Horowitz, Canuel-Browne, & Trimarchi, 2004).
Revisions were made to the instructional sequence and have been incorporated into the methods course for the 2007 cohort. We are currently analyzing student work and our own reactions to the changes as we plan for another term.
For more information contact Dr. Weinburgh
References
Capobianco, B.M., Horowitz, R., Canuel-Browne, D., & Trimarchi, R. (2004). Action research for teachers: Understanding the steps for developing and implementing productive action plans. The Science Teacher, 71(3), 48-53.
Carr, W. & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action research. London: Falmer Press.
Feldman, A. & Capobianco, B. M. (2000). Action research in science education. ERIC Digest: Clearinghouse for science, mathematics, and environmental education [SE 064 309]. Retrieved from http://www.ericdigests.org/2003-1/action.htm.