Back to search

FINNUT-Forskning og innovasjon i utdanningssektoren

Teachers’ Research Literacy for Science teaching (TRELIS)

Alternative title: Fra forskningsbasert lærerutdanning til engasjerende læringsmiljøer i naturfag

Awarded: NOK 10.0 mill.

Project TRELIS aims to prepare research literate science teachers who are able to integrate research-based knowledge with classroom experience to develop rich science learning opportunities for pupils. TRELIS is a collaboration between Oslo Metropolitan University, Western Norway University of Applied Sciences, Lillestrøm municipality, VilVite science centre, University College Copenhagen, Nord University, University of Oslo, and Durham University. TRELIS aims to improve science teacher education in three ways: 1) by producing research that contributes to the international knowledge base; 2) by building competence in the science teacher educator community in Norway, and 3) by developing content, structure and teaching-learning activities in the pre- and in-service education provided by the TRELIS collaboration partners. The project looks at the role of research in science teacher education: How do science teacher students encounter research through the course of their five-year study? How do teacher education programmes prepare candidates for critically reflecting on and using results from research in improving teaching and learning in school science? How do teacher students experience working with research assignments in their bachelor?s and master?s theses (i.e. requirements in the reformed teacher education in Norway)? How do science teacher educators conceptualise research-based teacher education? How can collaborating institutions (in this case Lillestrøm municipality and VilVite science centre) support in-service teachers in relating to educational research and reflectively developing their own practice through professional learning communities? Inquiry-based science education and programming and modelling are prominent areas in the new Norwegian school science curriculum. Through a research and development process, TRELIS will design learning resources and approaches preparing teacher students for work within these two areas. Master?s and PhD students, researchers and practicing teachers are involved in developing and trying out teaching and learning resources. Four PhD students are involved in TRELIS and contribute to these processes, two of them fully or partly funded by the TRELIS grant from the Research Council of Norway. TRELIS has five thematic work packages. Below we describe some of the work that has been performed in each work package through the project?s first year (2020-21). In WP2, «Mapping and developing the conditions for research-based science teacher education (RBSTE)?, focus group interviews have been conducted with science teacher educators from 7 institutions in Norway, investigating their understanding of RBSTE and of inquiry-based learning. Preliminary results were presented at the ESERA conference in August 2021. A research article has been published about the role of school placement within RBSTE ? through the eyes of science mentors. WP3, «Students? research assignments», has collected reflection notes from pre-service teachers before, during and after their work with an R&D assignment at the bachelor?s level. Similar data have been collected from students at the outset of their master?s degree work. Preliminary results will be presented at the NERA conference in November 2021 and a research article will be submitted soon after. In WP4, «Inquiry-based science education (IBSE)», different activities have been tried out with pre-service teachers, with topics such as ?falling leaves?, ?exploratory discussions? and ?flow diagram for rock classification?. In this work package, a systematic review has been performed of IBSE in science teacher education internationally. Preliminary results of this have been presented at the ESERA conference, and a research article is being finalised in fall 2021. A related research article treats the topic of inquiry-based education in chemistry. WP5, «Programming and modelling in science teacher education», has collected data from various programming activities among pre-service teachers where they worked with block-based programming of simple robots. The work package explores a ?use ? modify ? create? approach to programming in science teacher education. Two articles will be submitted in fall 2021. In WP6, «collaborative learning networks», TRELIS collaborates with our partners in VilVite and Lillestrøm municipality. Questionnaire data have been collected from in-service teachers in a short programming course, and a mixed-methods study is being designed to follow in-service teachers through a year of professional development in a network focusing on inquiry-based science education.

Project TRELIS (Teachers’ Research Literacy for Science teaching) aims to prepare research literate science teachers who are able to integrate research-based knowledge with practical classroom experience to develop rich science learning opportunities for pupils. Teacher education environments at Oslo Metropolitan University and Western Norway University of Applied Sciences collaborate in TRELIS with Lillestrøm Municipality (through schools and STEM centre) and other partners including VilVite science centre, University College Copenhagen, Nord University, University of Oslo, and Durham University. Practitioner groups - pre- and in-service teachers, teacher educators and educational authorities - will be involved in developing the project. TRELIS will use case studies and design-based research approaches to study the conditions for and implementation of research-rich science education in teacher education departments and schools. It will look at the structure and content of teacher education programmes and how student teachers encounter research at different stages of their education. Specifically, students’ and teacher educators’ viewpoints on the role of research assignments (notably the master’s thesis) will be investigated. The new school science curriculum will be a starting point for research-based development of teaching and learning activities within two focus areas: inquiry-based learning and programming and modelling. This development will take place in the teacher education institutions and in local collaborative learning communities based in Lillestrøm and VilVite. TRELIS is uniquely positioned to document and develop teacher education and science education in Norway when a new, 5-year teacher education programme and new school science curricula are implemented. TRELIS will strengthen the research groups involved, provide new PhD-qualified scholars and contribute to the discussion about quality teacher education and science education.

Activity:

FINNUT-Forskning og innovasjon i utdanningssektoren