3. Is the strategy, which a teacher
becomes to a researcher, it means
that the teacher tries to find possible
problematising or any aspect that is
not so useful in her or his classroom
environment, and then he or she will
try to resolve it.
Anna Burn (2009)
4. •Teacher becomes a researcher.
•Teacher critic her our teaching context.
•Teacher identify a problematising*.
•Teacher develop strategies and possible solutions.
•Teacher resolves the problematising.
*Problematising: “It means taking an area you feel could be done better, subjecting it to
questioning, and then developing new ideas and alternatives.” (Anna Burn (2009)) .
5. According to Kemmis and McTaggart (1988) the
steps of action research are:
Planning
Action
Observation
Reflection
6.
In this step you identify a problem and create an
strategy or action plan to apply in this problem.
-A little boy does not pay attention in the class.
-Become the class more dynamic;
with more games, videos, audio, etc.
7. When the teacher has identified the problem
and he have created an action plan, its ready
to put it into action.
It the data collected from the action plan that is
applying in the problem, the teacher has to
document the information, opinions and more
action plans.
8. This is the final step, where the teacher has to
evaluate and criticize the result of her/his
action plan.
9. Mr. B wanted to better understand the experiences
his ninth grade ESL science students had with
learning science in order to provide them with more
relevant and effective instruction. Because of their
diverse backgrounds, he thought drawings might
serve as a rich data source not limited by English
language skills. He also knew that drawing would be
enjoyable for his students and could serve to get
them talking about science. With his five-year
performance review coming up, he wanted to have
additional content for his portfolio, and action
research would be a valuable addition.
10. He started with the research question, "What are
the experiences of my ESL students with science?"
After reviewing the literature using Google Scholar,
he modified his question to be more specific. His
new question was "What experiences do my ninth
grade ESL students have learning science prior to
entering my class?" He also added the question, "To
what extent do my learners (and my science
teaching) show evidence of 21st-Century
recommendations for science education made by
the US National Research Council?"
11. His plan was to collect drawings from students in
each of his ESL science classes in response to the
prompt "Draw yourself learning in science before
coming to this country." Mr. B also asked students in
his non-ESL classes to draw themselves learning
science to allow for a comparison. In order to
strengthen his research, he also planned to use
additional sources of data. This included having
students describe what they drew in writing on the
back of their drawing and conducting interviews
with five students about their experiences.
12.
To guide his research Mr. B decided to use
social constuctivism as a conceptual
framework(or theory of understanding)
because of its focus on social and cultural
aspects of learning.
13. To analyze and interpret the data, Mr. B
planned to use the rubric found on this site.
To help reduce any bias he asked a fellow
teacher to also score the drawings using the
rubric. This also gave him the opportunity to
collaborate and discuss his research with
another educator.
14. In addition to modifying his own instruction,
Mr. B planned to share the results of his
research with other teachers in the science
department at their monthly meeting and with
other ESL teachers in the school.
This example was taken from this web page:
(http://www.drawntoscience.org/educators/action-research/action-research-example-1.html)
