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ERIC Number: EJ1040160
Record Type: Journal
Publication Date: 2014-Sep
Pages: 8
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0021-9584
Collaborative Professional Development in Chemistry Education Research: Bridging the Gap between Research and Practice
Szteinberg, Gabriela; Balicki, Scott; Banks, Gregory; Clinchot, Michael; Cullipher, Steven; Huie, Robert; Lambertz, Jennifer; Lewis, Rebecca; Ngai, Courtney; Weinrich, Melissa; Talanquer, Vicente; Sevian, Hannah
Journal of Chemical Education, v91 n9 p1401-1408 Sep 2014
Professional development that bridges gaps between educational research and practice is needed. However, bridging gaps can be difficult because teachers and educational researchers often belong to different Communities of Practice, as their activities, goals, and means of achieving those goals often differ. Meaningful collaboration among teachers and educational researchers can create a merged Community of Practice in which both teachers and educational researchers mutually benefit. A collaboration of this type is described that centered on investigating students' abilities to apply chemical thinking when engaged in authentic tasks. We describe the design-based principles behind the collaboration, the work of the collaborative team, and a self-evaluation of results interpreted through a Communities-of-Practice perspective, with primary focus on the teachers' perceptions. Analysis revealed ways in which teachers' assessments shifted toward more research-based practice and ways in which teachers navigated the research process. Implications for affordances and constraints of such collaborations among teachers and educational researchers are discussed.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: DRL-1222624|DRL-1221494