Developing an Online/Onsite Community of Practice to Support K-8 Teachers’ Improvement in Nature of Science Conceptions

Abstract

Research shows that teachers do not have adequate conceptions of science as inquiry and must be exposed to both content and pedagogical demands of inquiry to effectively teach using inquiry (Anderson, 2002). These results are especially unfortunate for the teacher and the learner because understanding of science as inquiry is reciprocally related to understanding important aspects of the nature of science (NOS) (Akerson, et al., 2008). This problem is coupled with the need to teach NOS and inquiry throughout all elementary grades (NSTA, 2000). Most elementary teacher preparation programs do not include specific courses on NOS or inquiry, and what teachers learn is usually embedded in a science methods course (Backus & Thompson, 2006). Certainly teachers can conceptualize and teach NOS once they understand it, are convinced of its importance, and have strategies to teach it to their own students. Professional development programs can help teachers attain these goals. We have found communities of practice (CoP) (Wenger, 1998) especially useful when working with inservice teachers in terms of helping them conceptualize and to teach NOS when used in an on-site professional development program (Akerson et al, 2009; Wenger, 2002). The CoP enabled the teachers to be committed to a vision of reform in their teaching, and to share ideas and provide peer feedback. To develop a COP there must be mutual engagement around a shared theme in which participants are engaged with colleagues, and share and respond to ideas in the context of the theme (in our case, NOS). In addition, a CoP should have a shared mission (joint enterprise) in which the community works toward a common purpose (for us, improving science teaching). Also, a CoP must include a shared repertoire of ideas, techniques, practices, terminology, as a needed outcome for the CoP and its participants (for us, shared strategies for NOS instruction) (Kerwald, 2008; Wenger, 1998; Wenger, 2006).