Designing and Running a Teacher Research Training Workshop

I. Big Picture

Support teachers/students so that they can conduct real research, either collecting monitoring or research data for land managers and scientists. See "The Value of an Emergent Notion of Authenticity; Two Student/Teacher-Scientist Partnership Programs" for further discussion. 

Have teachers take part in reflective modeling that enhances their learning of ecosystem concepts. See "Enhancing science teachers' understanding of ecosystem interactions with qualitative conceptual models" and "Using participant generated models to capture changes in understanding of ecological interactions resulting from research experiences" for further discussion.

Provide teachers with a deeper understanding of science and research skills; important in preparing teachers to do authentic ecology research with their students. Research continues to show that student achievement is highly dependent on teacher expertise and that teaching is most effective when the teacher knows well beyond the level of content knowledge they are required to teach (Darling-Hammond, 1999). This depth of knowledge can be developed during trainings through scientific literature and experiences, and through interaction with experts in the field (NRC, 1996). 

Stewardship, ecological values (to be added)

Developing an effective professional development workshop requires: immersion in field research, use of reflective modeling, and professional partnerships for deeper content knowledge. These components set the framework for a successful workshop for providers and participants. By immersing participants in field research, a more complete experience with each step of the research process occurs. This leads to increased understanding of the scientific research process, as well as increased confidence in engaging students in authentic research. Reflective modeling provides the transition between observing what occurred in the field and understanding ecological complexity as it occurs in natural systems. Connections between field experiences and science content are strengthened through reflective models, which show connections between variables and require interpretation of those connections. Deep science content knowledge must be included throughout the workshop to provide the background information necessary for participants to expand their understandings. Scientific literature and collaboration with scientists are effective ways to deepen science content knowledge. Through these components, participants will come away from the workshop with a more thorough understanding of ecological systems, their processes, and science as a whole.