ERIC Number: EJ776426
Record Type: Journal
Publication Date: 2007-Oct
Reference Count: 0
The Learning Research Cycle: Bridging Research and Practice
Stuessy, Carol L.; Metty, Jane S.
Journal of Science Teacher Education, v18 n5 p725-750 Oct 2007
A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists' laboratories, then bridge their scientific experiences with the design of new classroom learning environments and teacher-driven educational research projects. Science students do scientific research via their teachers' lessons that bridge laboratory research with classroom learning. Scientists and educational researchers bridge their research interests to create new questions centered on teaching and learning in authentic science learning environments. The authors engaged in this qualitative inquiry present their perspectives on "what goes on," "what we have learned," and "what it means to the larger community."
Descriptors: Scientific Research, Scientists, Science Laboratories, Science Teachers, Qualitative Research, Educational Researchers, Educational Research, Mentors, College School Cooperation, Professional Development, Science Instruction, Theory Practice Relationship, Models, Science Education, Middle Schools, Higher Education, Teacher Researchers, Learning Activities, Teaching Methods, Science Activities, Science Experiments, Student Research
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Middle Schools; Postsecondary Education
Authoring Institution: N/A