High School Student Experiences of Teacher Research Thinking

Abstract

AbstractThis chapter reports a Participant Observation study of a teacher’s explicit facilitation of student research skills in a combined Year 9/10 subject that was designed to prepare students for a subsequent year-long Research Project. The Research Skill Development framework was used by the teacher to inform his planning for students’ learning when they conducted their research. The setting is a geographically remote Kindergarten to Year 12 school in Australia, with very limited resources. The data, collected by a Preservice Teacher, is presented as research vignettes, stories of student engagement in the classroom. The focus of the vignettes and subsequent discussion is the teacher’s research thinking and students’ experiences of the development of their research skills in the classroom.