Dissertation topic in Science Education, PhD - Research Paper Example

Doctorate Research into Internship for Professional Development (Research Proposal Outline) of Program IntroductionThis is an outline of the research components and structures in the completion of a doctorate research degree. The main variables in the research are science education internship and professional development of pre-services teachers. The research will examine the technical/educational constraints from the perspective of the trainee teacher and the students who will be taught by the teacher after qualification.

The next component is about how teachers can afford the training programs and its requirements.Literature Review Excessive teaching and theoretical instruction has been proven to be a problematic approach to the teaching of science in elementary schools. Beneze et al identify that “for most students, school science is like being chained inside Platos cave, only able to experience or interpret the world of science from flickering shadowy images” (2003, p. 285). In a study of 3 years of large scale analysis of the teaching of science, they concluded that children do not get so familiar with the use of abstract ideas and they do better with practice.

In an old journal that examined the evolution of the teaching of science in elementary schools, it was apparent that the original approach of teaching science in the 1800s was to get children to perceive nature “from the childs standpoint” (Curtis, 1950). However, further investigations indicated that as times evolved and institutions of higher learning got structured and teaching methods were institutionalized, middle schools were required to prepare their pupils for advanced courses in science (Curtis, 1950).

Thus, although practical studies and practical teaching is important and vital, there is the need for the teaching methods to be relevant to higher education and the real world. The teacher will have to draw a balance between three main things in the teaching of science: 1. Practical teaching methods that pupils can identify with;2. Abstract requirements of institutions of higher learning and 3. Practical application of these ideas of science in industry Internships for teachers are normally conducted in an academic or school-setting.

There is limited exposure to the industry and other institutions of higher learning (Minuskin, 2009). There is an inherent challenge in the funding of these internships. Hence, if it is going to be upgraded to a system that will involve institutions of higher learning, the industry and the development of practical ideas, there will be more cost constraints. This can be reasonably spread through the use of online methods and other developed systems that can be conveniently replicated (Nadarajan, 2011).

Also, partnerships between the community and institutions can help to share the costs (Hogue, 2012).Research Aims and Objectives The aim of the research is to identify the model of optimizing science education internships amongst teacher trainees in Florida and the identification of cost and other technical constraints. In order to attain this end, the following objectives will be explored:1. Diagnosis of the approaches for practicalizing science teaching methods for effective higher education and industry practice.2. Development of an appropriate internship curriculum and checklist for the attainment of (1) above.3. Identification of the constraints in the attainment of results in the attainment of the deduced targets in (2) above.4. Evaluation of the role of stakeholders in the Florida state for the attainment of the results.

References Beneze, L., DiGiuseppe, M., Hodson, D., Pedretti, E., Serebrin, L., & Decoito, I. (2003) “Paradigmatic Road Blocks in Elementary School Secience “Reform” Re-Considering Nature-of-Science Teaching within a Rational-Realist Milieu” Systematic Practice and Action Research 16(5) 285 – 308 Curtis, F. D. (1950) “Milestones of Research in the Teaching of Science” Journal of Educational Research 14 (1) 161 – 178 Hogue, M. L. (2012) “A Case Study of Perspectives on Building Study Schools and Community Partnerships” Journal of Science Education and Technology 3(2) 319 – 340 Minuskin, S. (2009) “Effects of Professional Development on the Knowledge and Classroom Practices of Elementary School Science Teachers” Research in Science and Technology Education 2(4) 671 – 682Nadarajan, K. M. (2011) “A Study of Elementary Teachers Perceptions of Mathematics and Science Training & Implication of a State Mandated Initiative” Journal of Science Education 4(2) 505 – 522