NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ836025
Record Type: Journal
Publication Date: 2009-Apr
Pages: 18
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
Research Education of New Scientists: Implications for Science Teacher Education
Feldman, Allan; Divoll, Kent; Rogan-Klyve, Allyson
Journal of Research in Science Teaching, v46 n4 p442-459 Apr 2009
This study examined an interdisciplinary scientific research project to understand how graduate and undergraduate honors students learn to do science. It was found that the education of the students occurs as part of an apprenticeship. The apprenticeship takes place in research groups. In general, research groups are structured in two ways: loosely organized and tightly organized, and have characteristics of both communities of practice and epistemic communities. Students have different roles in the research groups: novice researcher, proficient technician, or knowledge producer. Their role depends on their knowledge and skills, and their degree programs. It is possible for students to develop expertise along a continuum from novice researcher to knowledge producer. The members of the research group, including the professor and other students, facilitate the development of the students along the continuum of roles. Implications for the education of science teachers are discussed.
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A