Moving Science Off the “Back Burner”: Meaning Making Within an Action Research Community of Practice

Abstract

In this study, the participants conceptualized and implemented an action research project that focused on the infusion of inquiry principles into a neglected science curriculum. Specific objectives were to find (a) What factors challenge and support the evolution of an action research community of practice? (b) How are teachers’ beliefs about science teaching and learning transformed? and (c) How does teachers’ knowledge of curriculum, instruction, assessment, and student learning change as a result of learning within a community of practice? In this instrumental case study (Stake 2000, In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 435–454). Thousand Oaks, CA: Sage), a range of data collection sources and methods were adopted. Outcomes focus on how the design principles for cultivating a community of practice emerged in the action research group, as well as the types of teacher learning that occurred by engaging in action research.

Keywords:

• Community of practice
• Teacher knowledge
• Teacher development

Notes

1 Elluminate Live® is an e-learning and Web collaboration environment that allows groups to interact in real time using such tools as two-way audio, application sharing, whiteboards, and breakout rooms. It is currently being used by groups and institutions for conducting meetings, teaching, offering professional development, to name a few uses. For more information about this software see Elluminate: Where bright ideas meet (http://www.elluminate.com/academic_edition.jsp).