1st Edition
Dialogic Collaborative Action Research in Science Education Collaborative Conversations for Improving Science Teaching and Learning
This engaging and practical book offers science teacher educators and K-12 science teachers alike the tools to engage in a dialogic mode of collaborative action research (D-CAR), a collaborative mode of action research focused on teachers’ experiences with students, reflection upon these experiences, and peer learning.
Renowned science educator Allan Feldman and co-authors from across numerous settings in K-12 science education present the theory, methodology, case studies, and practical advice to support the use of D-CAR as a means to enhance teachers’ normal practice and address the problems, dilemmas, and dissonances that science teachers must negotiate as they work to meet the needs of an increasingly diverse student population and engage with complex science teaching challenges that disproportionately affect marginalized students.
The book will be of use to science teacher educators, pre-service and in-service science teachers, professional development specialists, or any science educator invested in developing creative, reflective, and thoughtful teachers.
1. Introduction to the Book 2. The Principles of Action Research 3. Introduction to Dialogic Collaborative Action Research (D-CAR) 4. Wicked Problems in Science Education 5. How to Implement D-CAR 6. Engaging in Conventional Action Research 7. Barriers to Implementing Action Research 8. Extending the Conversation -- Making D-CAR public 9. Cases of D-CAR 10. Afterword
Biography
Allan Feldman is Emeritus Professor of Science Education in the College of Education at the University of South Florida, USA.
Jawaher Alsultan is Assistant Professor of Curriculum and Instruction; Science Education in the College of Education at Imam Abdulrahman Bin Faisal University in Dammam, Saudi Arabia.
Katie Laux is Assistant Professor of Education at Upper Iowa University, USA.
Molly Nation is Associate Professor of Environmental Education in the Department of Ecology and Environmental Studies at Florida Gulf Coast University, USA.
"The authors, internationally diverse members of a Dialogic Collaborative Action Research (D-CAR) group, go beyond action research to discuss how D-CAR might be used to explore wicked problems in science education by creating, implementing, and engaging learning communities. [...]They encourage the use of student voice in research; the 3C+Q, Lingering Questions, and Epiphanies methods for expanding student engagement; and facilitators and critical friends to bring outside perspectives to the group. The text concludes with advice for extending D-CAR’s conversations for professional, personal, and political purposes; case studies on D-CAR applications in several nations; and the hope that D-CAR will be used by science teachers, science teacher educators, and others throughout the world."
-D. L. Stoloff, Eastern Connecticut State University, CHOICE
