The Learning Research Cycle: Bridging Research and Practice |
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| Authors: | Carol L Stuessy and Jane S Metty |
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| Institution: | (1) College of Education and Human Development, Texas A&M University, College Station, TX 77843, USA |
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| Abstract: | 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.” |
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| Keywords: | Professional development model Scientific research Pedagogical content knowledge Teacher research Guided inquiry Authentic student research learning Middle school science Teacher reflection |
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