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Register a new userMajor Outcomes of an Authentic Astronomy Research Experience Professional Development Program: An Analysis of 8 Years of Data from NITARP
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The NASA/IPAC Teacher Archive Research Program (NITARP) provides a year-long authentic astronomy research project by partnering a research astronomer with small groups of educators. NITARP has worked with a total of 103 educators since 2005. In this paper, surveys are explored that were obtained from 74 different educators, at up to four waypoints during the course of 13 months, from the class of 2010 through the class of 2017; those surveys reveal how educator participants describe the major changes and outcomes in themselves fostered by NITARP. Three-quarters of the educators self-report some or major changes in their understanding of the nature of science. The program provides educators with experience collaborating with astronomers and other educators, and forges a strong link to the astronomical research community; the NITARP community of practice encourages and reinforces these linkages. During the experience, educators get comfortable with learning complex new concepts, with ~40% noting in their surveys that their approach to learning has changed. Educators are provided opportunities for professional growth; at least 12% have changed career paths substantially in part due to the program, and 14% report that the experience was life changing. At least 60% express a desire to include richer, more authentic science activities in their classrooms. This work illuminates what benefits the program brings to its participants; the NITARP approach could be mirrored in similar professional development (PD) programs in other STEM subjects.
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NITARP, the NASA/IPAC Teacher Archive Research Program, partners small groups of predominantly high school educators with research astronomers for a year-long research project. This paper presents a summary of how NITARP works and the lessons learned over the last 13 years. The program lasts a calendar year, January to January, and involves three ~week-long trips: to the American Astronomical Society (AAS) winter meeting, to Caltech in the summer (with students), and back to a winter AAS meeting (with students) to present their results. Because NITARP has been running since 2009, and its predecessor ran from 2005-2008, there have been many lessons learned over the last 13 years that have informed the development of the program. The most critical is that scientists must see their work with the educators on their team as a partnership of equals who have specialized in different professions. NITARP teams appear to function most efficiently with approximately 5 people: a mentor astronomer, a mentor teacher (who has been through the program before), and 3 new educators. Educators are asked to step into the role of learner and develop their question-asking skills as they work to develop an understanding of a subject in which they will not have command of all the information and processes needed. Critical to the success of each team is the development of communication skills and fluid plan of action to keep the lines of communication open. This program has allowed more than 100 educators to present more than 60 total science posters at the AAS.
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The need for highly qualified physics teachers in the U.S. is well established, and reform efforts are underway to develop novel and innovative teacher professional development experiences to improve the quality of K-12 physics education. Streamline to Mastery is an NSF-funded, learner-centered professional development program that seeks to capitalize on teachers knowledge and experience to move physics teachers toward mastery in their fields. Teacher participants in this teacher-driven program choose their own goals and areas of growth. One of these areas has been the development and implementation of inquiry-oriented curriculum, as well as the adaptation of traditional lessons toward a greater inquiry orientation. Results indicate that teachers conceptions of inquiry teaching and learning have become more expert-like as they have engaged in teacher participant-driven experiences in the pursuit of greater understanding and more effective classroom practice.
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