Author： Abell Sandra
Publisher： Springer Publishing Company
ISSN： 0157-244X
Source： Research in Science Education, Vol.35, Iss.2-3, 2005-09, pp. : 281-298
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
Abstract
In this paper I examine the phenomenon of university teachers as researchers in their own classrooms. I use examples of three research teams in which we studied: (1) student response to a science and society course; (2) teacher and student perceptions of inquiry in a physics course; and (3) teaching and learning about the nature of science in an elementary science pedagogy course. In addition to describing each study, I compare their purposes, researcher roles, and actions taken. I use these comparisons to address the ideological clashes and dilemmas of ownership, action, and quality that arise in this kind of research. Finally, I comment upon the significance of university teachers as researchers for themselves, their institutions, and the research community.
Related content
Access to resources
Recommend
By Katsarou Eleni Tsafos Vassilis
Educational Action Research, Vol. 21, Iss. 4, 2013-12 ,pp. :