introduction of theory, and conducting a plenary discussion on climate change. At the end of the semester, the teacher candidates presented and defended their findings. As part of my involvement in the program, I provided research support to students wishing to take an action research approach to their projects. This included working one-on-one with the students on structuring their lesson plans to fit the action research cyclic pattern and providing advice on how best to document and record the implementations of the lessons. To help organize and record the action research cycles, students were provided with a simple worksheet to guide them through the steps of the action research cycle (Appendix A). After I returned to the US, the students submitted their final proposals for their projects. Upon translating and reviewing several outlines, we picked one which seemed to fit the action research mold and decided to follow up with the project by Ms. Jennifer Lorbach. Ms. research goal was to design and implement lessons that integrated topics from the Lorbach’s field of medicine into the physics curriculum. She had a strong interest in the medical field and this project was a continuation of her In our correspondence, we made bachelor’s thesis. suggestions for piloting her lessons with a friend or colleague before they were implemented in the classroom. This gave her one more action research cycle to document. We requested that she send us instructional materials (i.e. handouts, detailed plans, and final assessments) that she planned to use so that we may review them and send feedback. This in itself also constitutes a preliminary action research cycle. Ms. Lorbach was given the action research cycle worksheet to aid her in documenting their experiences. The worksheet is meant to simplify the steps in undertaking an action research project, while also allowing us to easily see the evolution of the project as it goes through
introduction of theory, and conducting a plenary discussion on climate change. At the end of the semester, the teacher candidates presented and defended their findings. As part of my involvement in the program, I provided research support to students wishing to take an action research approach to their projects. This included working one-on-one with the students on structuring their lesson plans to fit the action research cyclic pattern and providing advice on how best to document and record the implementations of the lessons. To help organize and record the action research cycles, students were provided with a simple worksheet to guide them through the steps of the action research cycle (Appendix A). After I returned to the US, the students submitted their final proposals for their projects. Upon translating and reviewing several outlines, we picked one which seemed to fit the action research mold and decided to follow up with the project by Ms. Jennifer Lorbach. Ms. Lorbach’s research goal was to design and implement lessons that integrated topics from the field of medicine into the physics curriculum. She had a strong interest in the medical field and this project was a continuation of her bachelor’s thesis. In our correspondence, we made suggestions for piloting her lessons with a friend or colleague before they were implemented in the classroom. This gave her one more action research cycle to document. We requested that she send us instructional materials (i.e. handouts, detailed plans, and final assessments) that she planned to use so that we may review them and send feedback. This in itself also constitutes a preliminary action research cycle. Ms. Lorbach was given the action research cycle worksheet to aid her in documenting their experiences. The worksheet is meant to simplify the steps in undertaking an action research project, while also allowing us to easily see the evolution of the project as it goes through
HeimburgerPHY690AR-DBRnov2016.docx