Teacher research—often called “action research”—is an intentional and systematic inquiry into one’s own classroom practice with the goal of improved student learning (Cochran-Smith and Lytle 1993). In this article, the authors present a teacher research project undertaken to improve student understanding of the gas laws in a high school chemistry class. It addresses both the product of this teacher research project—insights into the teaching of gas laws—and the process and potential power of this approach.
Details
Type Journal ArticlePub Date 9/1/2009Stock # tst09_076_06_35Volume 076Issue 06