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Unique Connection between NACL and the Pacific Northwest National Laboratory
A subset of classroom teachers participating in the NACL are also spending their summers at the Pacific Northwest National Laboratory (PNNL) in Richland. These teachers are participating in the Laboratory Science Teacher Professional Development (LSTPD) program sponsored by the U.S. Department of Energy-Office of Science. Five teachers were asked to describe the impacts that participation in LSTPD and NACL were having on them.
Nancy Darby – Richland School District
My experience with the Pacific Northwest National Laboratory through the Laboratory Science Teacher Professional Development program and my participation in the National Academy of Curriculum Leadership pilot merged to give me confidence in my ability as a leader for science education reform. I take more initiative within the science department, because I have a reason to trust myself to lead more now.
The PNNL-based research experience expanded my understanding of how science works. It helped me recognize that waiting is an important part of the experimental process. My students experience greater learning success because they receive time to process, observe and develop ideas. That ability came from my experience and observations at the laboratory. When I work with my students, this new approach builds their confidence and motivates them to learn more.
Being comfortable leading a small group of district teachers and then compiling the results of the discussion is a big step for me. The NACL and summer training research overcame past feelings of inferiority. I was confident that the task was a non-threatening way to get our teachers to converse, think about change, and imagine how it will look in our various classrooms and subjects.
The NACL training increased my knowledge of reform-oriented, standards-based, instructional materials and professional development strategies. This year, I worked hard to simply incorporate inquiry into a home-based learning program. Seeing it work, gave me confidence to spread the strategies to all science classes. Just as scientists in the "real" world tackle complex problems, I've used their strategies to help teachers
- enhance collaboration of their ideas
- develop student activities
- promote class collaboration my building, district and immediate geographical area.
Working at PNNL within the LSTPD program widened my horizons to see more possibilities, and NACL gave me courage to put those possibilities into real classroom learning situations.
Ann Wright-Mockler – Richland School District
Through my summer research experience at Pacific Northwest National Laboratory, I gained a better understanding of the nature of science and technology beyond the classroom. I saw and did various scientific investigations and intentionally compared them to how we look at science in the classroom. I saw how I might help my students better connect to the nature of science.
My NACL participation experience validated for me that inquiry in science involves a wide range of activities and reinforced what I experienced in the research laboratory. Scientists are not always collecting data, devising experiments, and writing reports. They also do research for connections to their work and spend time talking with other scientists to make sense of what they have read or the data they have gathered. Putting these concepts together improves how I assist my students in developing understandings of the nature of science and inquiry. It allows me to fill the role of one who leads by example in my classroom. When other teachers see the positive impacts which inquiry-based learning activities have on students, they become more willing to make similar changes in their classrooms.
The NACL approach to learning, teaching, and leadership in school organizational change provided me with tools to discuss standards-based science education reform with other teachers and with administrators. My learning to effectively communicate the need for standards-based reform is crucial to motivating teachers and administrators to support and advance reform in our school and district. My laboratory research and NACL experiences validated much of my classroom teaching, but additionally increased my confidence to make changes even without the full support of other colleagues. That confidence in my teaching style allows me to discuss the evolution of my teaching style with others who are willing to try something new and to stand up for reform with staff that is hesitant to change.
Student achievement will continue to improve as more changes occur to the science curriculum and greater resources are made available. My communicating and incorporating laboratory research and NACL activities has already promoted more collaboration with teachers. I believe, as we face the enormous task of science education reform ahead, we will recognize that collaboration and try new methods to make teaching manageable and enjoyable.
Stacey Henderson – Pasco School District
The LSTPD program was very different and totally separate in my mind from the NACL academy. Working at Pacific Northwest National Laboratory during the summer gave me a perspective of modern science and what it means to be a research scientist. It was a great experience to see, use, and become familiar with new technologies.
With the NACL program, I had the opportunity to look more deeply for a better understanding of the state and national science standards. I now feel more confident in defining what our school needs to do in order to reach our goals.
Having only taught for two years, I had very little experience and knowledge for dealing with science education reform. My increased awareness and knowledge of it now greatly helps my cause and ultimately our science department and district.
I have now seen what knowledge of reform-oriented, standards-based, instructional materials and professional development strategies can accomplish. It pushes me to set higher goals for improving students' achievement and to increase the amount of teacher collaboration.
Teri Newman – La Center School District
There is no better way to understand the nature of science and technology than by actually immersing yourself in the Pacific Northwest National Laboratory's summer research experience. Working under the leadership and guidance of the mentors through LSTPD provided that experience. This real world opportunity allowed me to realize the importance of standards-based science education reform.
In order to get the students thinking about and enjoying science, I use more inquiry in my lessons. In fact, I actually hear the students talking about science, not social activities, as they work at their lab stations.
This experience through LSTPD gave me a foundation on which to base my ideas and contributions when working toward science education reform. I am more convinced about the need for standards-based instructional materials in our science classes.
Participating in the LSTPD program validated concepts that are utilized in my teaching — good observation skills, the metric system, writing logical and repeatable procedures, and the use of data to support conclusions. Being able to see these processes as they are used by scientists in their work was rewarding.
The LSTPD program has inspired me to continue to strive to be a better science teacher. It has given me that 'shot in the arm' to keep me motivated and involved in improving the science experience at La Center Middle School.
Robin Metzger – Kennewick School District
I found the PNNL laboratory-based experience taking me back into the real world of science like no academic experience can. There isn't a more basic inquiry opportunity than working with a world class scientist in a national laboratory. The nearly vertical learning curve required to make sense of unfamiliar technologies made me a student, researcher, and collaborator all at once.
With the work done during the academic year in the NACL program — investigating and discussing inquiry materials — I am primed to make the most of these sessions. In response to the great things that I saw happening in inquiry-based education this year, I have signed up to present a session at the district level focus on instruction in the fall. I believe it would benefit every science teacher to experience the summer research program and participate in the NACL.