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Abstract

The purpose of this study was to introduce an AR approach to a group of science teachers during an in-service AR course program and learn its contributions to their professional development. Data were gathered through an AR project by working with a group of eight science teachers throughout a four-week period. In the content of the course, knowledge on educational research was given to teachers and then the participants were encouraged to conduct small-scale AR projects. During this process, it was found that project teachers willingly participated in all the meetings, embracing the views of doing research based on their own classroom environments, making these research results public, gaining reputation, and increasing the quality of their own practices.

Keywords

Science Education, Action Research, Professional Development, and In-service Program

Acknowledgements

This study offers a case for a far more rigorous investigation that has been possible in such a small-scale effort but we hope that the material here offers something of which to the debate on teacher development and school improvement. Here, we want to thank to the participants who joined into this course program.

Publication Date

6-1-2005

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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