Improving Teaching of Grade 9 and 10 Science and Mathematics
Primary researchers
Dr. Warren Wessel, Facultyo f Education, University of Regina; Dr. Rick Seaman, Faculty of Education, University of Regina; Dr. Edward Mathie, Department of Physics; Dr. Edward Doolittle, Department of Mathematics and Statistics, First Nations University of Canada
Description of proposed research
The focus of the U of Regina study is to work with teachers of science and mathematics to develop instructional strategies that will make learning science and mathematics, and connections between the subjects more effective for students in Grade 9 and 10. During the past two decades a great deal of research has been carried out that has provided a clearer understanding of how student learning occurs. A working model based on constructivism has been developed to describe learning in science. Most of the literature studies have been done in laboratory situations with smaller numbers of students than are typically found in regular classrooms. The goal of this study is to use findings from the literature to develop strategies that incorporate the principles of the learning model but that are applicable to regular classrooms of 25 or more students.
In this study the researchers will work with a group of science and mathematics teachers in a type of participatory action research to develop new teaching strategies. The U of Regina researchers will provide the expertise and background review of existing research for the teachers who will be acting as collaborators in the project. The teachers and researchers will develop the teaching methods through joint interaction and discussion. Once developed the teachers will use the new methods in their science and mathematics classes to evaluate the effectiveness of the approach. The researchers may observe the teachers in their classrooms and the teachers may observe each other as well during the project. Both teachers and researchers will evaluate the strategies and both will provide constructive criticism for the evolution of the teaching strategies. This process follows action research cycles so that evolution of the strategy is achieved. Examples of student work will be used to evaluate the strategy, but students are not part of the research nor are they observed as part of the research.
