Center for Semiconductor Physics in Nanostructures

Educational Outreach

Research Experience for Teachers

Scientific research is the ultimate in practicing inquiry. Scientists routinely ask questions for which the answers will only be found through setting up tests, collecting data, and evaluating results. Here, teachers who have participated in research in optics and electronics with C-SPIN at the University of Arkansas and Oklahoma University talk about their experience and how it has impacted their understanding of science and improved their teaching.

Sustained period of research: Teachers are selected through an application process that includes careful consideration of their initial and continuing education and evidence of interest in enhancing their ability to teach science. To capture the full potential of the experience in bringing the excitement of research to the classroom, special care is taken to match the teacher with the research project most aligned with their area of interest and the courses they teach. At OU teachers will do research for 9 weeks, at UA for six weeks. At the beginning of the period, each teacher develops and plans a research project with their research advisor. Because the research advisors also function in the University setting as educators and mentors, they are experienced in developing appropriate plans depending on the level of research experience of the teacher. At least weekly, the teacher and advisor meet regarding the progress of the research.

Additional learning experiences: In addition to the opportunity for research, the program offers teachers many opportunities for networking and learning. For example, (1) Teachers attend daily seminars with REU students who are also participating in research in the microEP program. In addition to providing a network of scientists, contact with the REU students provides the teachers with a picture of scientists working at various levels of experience in research. (2) Teachers attend at least one REU/RET seminar session that will be structured to stimulate conversation between the undergraduates and the teachers concerning the "sparks" of education that sent the undergraduates on a career path toward science. (3) Teachers meet together at least once weekly to discuss their research projects and reflect on how their experience affects their classroom teaching. (4) RET participants at UA and OU will visit each other's institutions to learn about other facilities and types of research. (5) At the end of the six-week session, teachers present their work to the REU students, faculty, and graduate students in the program.

Continued support and involvement: While each of the participating RET teachers achieves significant personal benefit from their participation in this summer program, the teachers also disseminate their experience to other teachers during the following school year. They work with Ms. Paul Calleja, the MRSEC Education Outreach Co-ordinator, to create web accessible inquiry based teaching modules describing their research. These web modules are used as part of a complete microelectronic-photonic educational sequence that is promoted by Ms. Faitak to the school districts in the state as part of her MRSEC funded K-12 Outreach position. Teachers also become involved in a project involving the use of technology in the classroom, an area of interest being developed by the K-12 Outreach Program. Twice during the school year, teachers return to campus to discuss the way in which they have incorporated their research experience into the classroom, receiving technical support from the research staff. Teachers also are invited to seminars and colloquia throughout the year that are pertinent to their area of research.

Enhancing Inquiry-based learning (UA): The research period at UA is shorter in order to provide time for additional programs. After having experienced research, the teachers have a deeper understanding of how scientists use inquiry to develop research concepts. To capture this deeper understanding and develop it into a teaching tool, teachers are offered the opportunity to receive 6 hours of graduate credit by completing two courses. The first course, taught in the mornings through the College of Education at UA, focuses on the methodology of inquiry-based teaching. In the afternoons, an inquiry-based physics laboratory course is taught through the Physics Department. RET teachers will develop a network of other pre- and in-service teachers also taking these courses.