Section archive - Research Methods

Teachers' learning through action research on students' conceptual understanding of science was the topic of a study conducted on 14 science teachers. Analysis of data revealed that teachers realized the importance of probing students' preconceptions in science teaching, they found action research as a valuable tool for evaluating teaching methods, and they found sharing and discussing goals and problems supportive conditions for learning through action research.

Regardless of learning style preference, the use of case study was found to be the preferred learning method. These findings were the result of a study conducted on students enrolled in elementary/secondary science methods course. Students completed a survey indicating their learning style preference and rated the eight identified teaching methods used throughout the semester for effectiveness.

The article describes a study of early childhood teachers in rural school districts in Alaska. The purpose of the study was to provide the teachers with observation skills that would enable them to make decisions that foster appropriate development and cultural responses to the children's needs. The study relied on the principle that intrinsic changes can occur in program management, curriculum development, and teacher practice when teachers learn how to use observation of children rather than external evaluation to make decisions about their programs.

The article describes a study of Turkish chemistry and biology student teachers which examined the value of educational research. The students were given questionnaires and were also requested to submit research reports. Results indicate that the student teachers found that the research projects helped the, gain knowledge of about research methodology and problem solving skills, and provided them with insights to teaching and learning.