Reading publications from other organizations related to literacy, administration, and technology provides a context for science instruction. An article I recently read has relevance for science teachers: 10 Things Every Literacy Educator Should Know About Research.
The article, by Nell Duke and Nicole Martin, was in the September 2011 issue of The Reading Teacher. TRT’s editors have provided access to the article here. The authors wrote for an audience of reading teachers, but you can easily substitute “science” or other content areas for literacy.
It seems educators have a hot/cold relationship with educational research. We’re hot on studies validating our experiences and existing practices. And we’re cool toward research whose findings challenge our beliefs or “tried and true” practices. I worked with a teacher who refused to do any cooperative learning, stating it was just play time for students. The department chair showed her many studies demonstrating how cooperative learning (when appropriately implemented) can assist student learning. He offered her an opportunity to observe his students working cooperatively on activities. A colleague’s own action research indicated students enjoyed learning this way, after some modeling and guidance by the teacher. At that point, her response became, “You don’t know my students. They aren’t mature enough.”(She taught 10^th graders.)
The authors, writing in conversational language, demystify research and make the point that educators should be critical consumers of research. The 10 items discussed in the article include a discussion of each:

1. What research can do.
2. What research is.
3. What research is not.
4. The difference between research-based and research-tested.
5. Many kinds of research have valuable contributions to make to our understanding of literacy learning, development, and education.
6. Different kinds of research are good for different questions.
7. High-quality research has a logic of inquiry.
8. Conclusions drawn from research are only as sound as the research itself.
9. Where and how research is published or presented requires particular attention.
10. Educational research proceeds through the slow accumulation of knowledge.

In my conversations with teachers and administrators, I’ve seen some of the misconceptions addressed in this article.

• The word research is often used for anything published in an educational journal. Looking through NSTA publications, we see many articles on lesson plans, position statements, instructional strategies, and descriptions of projects. The ideas in these are very helpful, but they cannot be considered “research” (although the ideas may combine elements from research studies). To identify research articles, Duke and Martin provide a Research Study Summary Sheet with characteristics of true research. This would be helpful if you’re doing a “review of the literature” for a graduate thesis. (Rather than a separate page for each study, I used similar topics as column headers of a spreadsheet and was able to make comparisons of the studies in the document.)

• Publishers and vendors of assessments, instructional materials, and professional development often use the terms “research-based” and “research-tested” interchangeably. The article shows how to differentiate between these two terms. (I saw a website where the vendor used the term “research-inspired”—I wonder what that means?

• I attended a presentation that described a case study of laboratory science teaching. Another attendee was outraged that the study was called research, demanding to know the treatment and control groups. He considered any other experimental design “soft and fluffy.” This article includes an excellent table summarizing 14 types of research methodologies, such as experimental and quasi-experimental, surveys, meta-analysis, historical research, and case studies. These are listed alphabetically, implying there is no hierarchy. The authors point out the methodology needs to match the research question.

This article could be discussed as a professional development activity or at the beginning of a graduate course. It would be fascinating to have a science-related example of each type of research.
Unfortunately, research is often inaccessible to teachers. Studies are frequently published in subscription-only journals (both print and online). They are also written in “scholarly” language that takes a while to process. But there are ways to make research more available to teachers. For example, the July 2011 issue of Science Scope includes Current Research: 2011 Summer Reading Suggestions with summaries of several studies relevant to science teaching and learning.  It might be helpful for reviews such as this to be included more frequently in NSTA publications.
A final point made in the article is that “action research” is not one of the types of research in their table. The authors note teachers can and do conduct classroom-based research that fits into these types. When conducting classroom research, the teacher has expanded his or her role from a consumer of research to a producer. And NSTA publications are often a venue for sharing the results.
Graphic: http://www.flickr.com/photos/crystaljingsr/3914729343/sizes/z/in/photostream/

I wish I had more than 24 hours in a day. There are so many new resources online, and even the tried and true ones are continually being updated.
It would be easy to do an entire earth science course using NOAA resources. I recently rediscovered NOAA’s Environmental Visualization Library.  The maps and graphics could be used as bellringer discussions  or students could discuss their reactions as a group activity. The site includes a series of images on the recent events of 2011 that have meteorological origins – tornadoes, hurricanes, etc. (Talk about being current–There are images related to this weekend’s storm here on the East Coast. While my colleagues are dealing with snowfall and the dreaded “wintry mix,” I’m in the midst of a nor’easter on the DE coast with heavy rain and high winds–all part of the storm system picture on the NOAA site.)
PBS Teachers Domain is morphing into PBS Learning Media, which will include even more resources. For example in the topic Life Science there are now more than 1800 resources (compared to 770 in the previous version). The resources, which include videos, PDF files, lesson plans, and images, are searchable by grade level and subject area. You will need to re-register for the new service, but it is still free for teachers.
The Chemical Heritage Foundation recently posted the videos in the It’s Elemental contest in which students submitted videos of the elements. Click on the name in the period table to see them. I looked at some of the uncommon elements to see what students would do with them–very creative! Another variation is the Periodic Table of Videos from the University of Nottingham
Scientists @the Smithsonian has profiles of 20+ scientists who engage in a variety of research projects, with intriguing titles such as Coral Whisperer, Art Scientist, and Dietary Detective. Of course it’s important for students to learn about scientists from a historical perspective, but it’s equally important for students to see the work of contemporary scientists. The profiles include video interviews with clips of the scientist in action.

I attended a great session at the NSTA Hartford conference regarding the new Framework and Next Generation Science Standards. Francis Eberle and Harold Pratt explored scientific and engineering practices in the the new Framework. We want to know…what are the implications of including the scientific and engineering practices in your teaching? What support do you need to address any challenges? Of that need what can NSTA do to support you?
Let us know.

photo by cliff1066™ on Flickr

“Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning,” said Albert Einstein. Many educators would agree that learning about the science of yesterday through lessons integrating history and science benefits today’s students (who could be tomorrow’s scientists).

“What we know now and how we do science now is rooted in the past,” says one of the teachers interviewed in this NSTA Reports story. She invites her students “to objectively explore the historical events that led scientists to revise their ideas.”

Read the article to find out how teachers around the country are providing their students with a historical perspective on science–and tell us what you’re doing in your classroom.