The Effect of a Science Work Experience Program for Teachers

Science Work Experience Programs for Teachers
(SWEPTs) provide an opportunity for science teachers
to work in research laboratories to experience
science as it is practiced in the laboratory
setting. Through interviews with teachers and
students, classroom observations, and analyses of
student work, the lived experience of a cohort of
teacher participants in a SWEPT was recorded to
describe the effect of program experiences on the
classroom environment of teacher participants and
student outcomes. Drawing from social cognitive
theory, postmodern feminist theory, and science
education reform documentation, several dimensions
of the classroom environment are examined.
Dimensions include participants perceptions of the
importance of technology and technology-related
practices; interpersonal relationships with teaching
peers, research scientists, and students; and
changes in epistemological structure, curriculum,
instructional strategies, and classroom practices.
Methodological and theoretical implications are
identified along with suggestions for refinement of
SWEPTs.

Autorentext

Wendy Michelle Frazier received her doctorate in Science Teacher
Education from Teachers College, Columbia University in 2001.
She is currently Assistant Professor of Science Education and
Associate Director of the Center for Restructuring Education in
Science and Technology at George Mason University in Fairfax,
Virginia.

Klappentext

Science Work Experience Programs for Teachers
(SWEPTs) provide an opportunity for science teachers
to work in research laboratories to experience
science as it is practiced in the laboratory
setting. Through interviews with teachers and
students, classroom observations, and analyses of
student work, the lived experience of a cohort of
teacher participants in a SWEPT was recorded to
describe the effect of program experiences on the
classroom environment of teacher participants and
student outcomes. Drawing from social cognitive
theory, postmodern feminist theory, and science
education reform documentation, several dimensions
of the classroom environment are examined.
Dimensions include participants' perceptions of the
importance of technology and technology-related
practices; interpersonal relationships with teaching
peers, research scientists, and students; and
changes in epistemological structure, curriculum,
instructional strategies, and classroom practices.
Methodological and theoretical implications are
identified along with suggestions for refinement of
SWEPTs.