Goals Statement
Erin Peters
As I near the
completion of my first year as a doctoral student, I have noticed that although
my professional goal of becoming a scholar in the field of science education has
not changed, my research goals and academic goals have changed. Science
education continues to be my specialization and my passion. I have a position
as an 8th grade science teacher, am the department curriculum leader
at my school, and present workshops at national teacher conferences annually. I
have always felt that teaching students about a scientific way of knowing was
important in their cognitive development. Thinking like a scientist requires
rigor and creativity simultaneously. In my role as a classroom teacher and
curriculum developer, I am doing my part in developing these habits of mind in
students in order to increase scientific literacy in the
In studying for the National Boards for Professional Teaching Standards two years ago, I revisited the Benchmarks for Science Literacy and Science for All Americans with a new lens than when I first read them as a beginning teacher. I began to form a picture how I could play a role in affecting the positive direction science education could take beyond my classroom and my school. I began to see national issues in science education and wanted to contribute to these issues at a national level. I originally intended to minor in administration when I entered the program, but now I have declared a minor in research methods. Through the venue of research, I am more capable of enacting change in the science education community.
My intended research centers on science inquiry and the nature of science. My first qualitative study began as a case study in teacher development of conceptual frameworks in science inquiry and the nature of science, but changed when my data regarding the nature of science was thin. I found richer data in developing power structures and classroom management techniques and their effect on science inquiry. I am finding that older students are more willing to interact with teachers when the teachers are the ultimate authority. In other words, students have learned how to play the game of school. They find out what their teachers want them to know, commit that knowledge to memory and it passes as learning. When learning in a system of science inquiry, the student constructs their own knowledge through their experiences. In order for students to be retooled in the learning processes of science inquiry, teachers must give the students more freedom in constructing their knowledge, but not allow the class to become chaotic. The teacher must provide guidance without complete tyranny over the content. Both students and teachers must develop a balance of structure and freedom for quality learning to take place. I plan to develop this line of thinking in future research projects.
My academic goals have changed as well. When I first entered the program, I wanted to pursue courses in administration and learn about how particular schools could improve learning through leadership. Since my first taste of research as a graduate research assistant, I have abandoned this goal and developed a new goal focused in contributing to the academic forum through research. I feel that I could be more influential in contributing to new knowledge in the field of science education using research as a vehicle rather than administration. I want to have a career that centers on developing ideas, rather than on managing people.
The remainder of my doctoral classes lies in two domains, science education and research. I plan to take every opportunity to expand my understanding of current practices in science education, the history of science education, and research findings in science education. Within the broad umbrella of science education I will increase my understanding of science inquiry, the nature of science and teacher change. My goal for the remainder of my research classes has two components: to develop my skills in qualitative methods and quantitative methods, and to learn how to seamlessly integrate these methods in mixed-method studies. By striving for these goals, I will learn the skills that will be required to contribute to the science education community in a valuable way.