Karen Elinich @ Pepperdine University

	Karen Elinich @ Pepperdine University
kelinich@pepperdine.edu kelinich@yahoo.com kelinich@fi.edu	Action Research Project Portfolio 2004-2005
	638B - Action Research Plan - DRAFT First Draft - October 31, 2004 PURPOSE The purpose of my action research is: to improve my technical capacity to work with primary source materials from the history of science and technology; to develop a new model for the national museum education community that shares an interest in the presentation and use of primary sources in K-12 classrooms; and to provide unique opportunities for K-12 teachers to work as interpreters of primary source documents. PROBLEM/SITUATION The Franklin Institute's unique collection of primary source documents from the history of science and technology is not accessible to teachers or the general public. I want to improve educational and public access to these artifacts by creating online presentations of the documents, including K-12 classroom learning ideas. RESEARCH QUESTION If I involve K-12 teachers in the development of online resources using primary sources, will we find better ways for museum educators to make primary source documents from the history of science and technology useful for classroom learning? BACKGROUND RESEARCH So far, I have found my most useful resources via the Archives and Museum Informatics website. (www.archimuse.com) Their particular focus is on museums and the web. Their publications and, particularly, the proceedings of their annual conferences are full of interesting leads, especially for my first research cycle. COMMUNITY OF PRACTICE As an active member of the national museum education community of practice, I would identify myself as a full participant, perhaps even as an old-timer since I have been working with primary sources for K-12 education online since 1997. Therefore, I feel that my action research project will help me to advance the community’s knowledge. As I reflect upon my role within the Community, I realize that I will also be using my action research project to help the new-comers advance their own practice. In this case, the new-comers are my staff members, the adjunct teachers, and the national community of professionals who are new to this endeavor. MY ACTIONS PLAN for CYCLE 1 For Cycle 1, my research question is: After I learn more about how K-12 teachers currently use primary source documents in their science classroom practice, what new strategies can I propose for making better use of our documents? I will begin to answer my question by investigating the range of existing online presentations of primary source documents from the history of science and technology. I will undertake a survey of science museum websites and determine the existing models. I will consult with museum educators to identify teachers who currently use primary sources in order to gather anecdotal evidence. After completing my survey, I will propose at least two strategies (depending on the outcome of my investigation) for how we can better use our documents to support K-12 education. With these strategies in mind, I will assemble a team of practicing K-12 science educators who will work as adjunct members of my Educational Technology Programs team. ARTIFACTS COLLECTED During Cycle 1, my artifacts will include: a detailed survey of existing museum use of primary sources for education; reports of anecdotal evidence of how teachers currently use primary sources; and at least two new strategies for how to use primary sources with K-12 educators. EVALUATION Cycle 1 should provide me with a wide range of new ideas which will enable me to generate new ideas for our own work with teachers. Therefore, I will measure success in Cycle 1 by whether or not I have effectively envisioned at least two new strategies for how to present primary sources online. PLAN for CYCLE 2 Cycle 1 will generate new ideas and strategies that may affect this plan, but, currently, my research question for Cycle 2 is: If I involve K-12 teachers directly as interpreters of the original case file contents, in what ways will our online presentations be more useful for K-12 education? I will begin to answer this question by assembling a group of six practicing K-12 science teachers to join my team as adjuncts. Within the group, I will identify two sub-groups to apply each strategy generated in Cycle 1.

Action Research Project Portfolio

2004-2005

638B - Action Research Plan - DRAFT

First Draft - October 31, 2004

PURPOSE

The purpose of my action research is: to improve my technical capacity to work with primary source materials from the history of science and technology; to develop a new model for the national museum education community that shares an interest in the presentation and use of primary sources in K-12 classrooms; and to provide unique opportunities for K-12 teachers to work as interpreters of primary source documents.

PROBLEM/SITUATION

The Franklin Institute's unique collection of primary source documents from the history of science and technology is not accessible to teachers or the general public. I want to improve educational and public access to these artifacts by creating online presentations of the documents, including K-12 classroom learning ideas.

RESEARCH QUESTION

If I involve K-12 teachers in the development of online resources using primary sources, will we find better ways for museum educators to make primary source documents from the history of science and technology useful for classroom learning?

BACKGROUND RESEARCH

So far, I have found my most useful resources via the Archives and Museum Informatics website. (www.archimuse.com) Their particular focus is on museums and the web. Their publications and, particularly, the proceedings of their annual conferences are full of interesting leads, especially for my first research cycle.

COMMUNITY OF PRACTICE

As an active member of the national museum education community of practice, I would identify myself as a full participant, perhaps even as an old-timer since I have been working with primary sources for K-12 education online since 1997. Therefore, I feel that my action research project will help me to advance the community’s knowledge. As I reflect upon my role within the Community, I realize that I will also be using my action research project to help the new-comers advance their own practice. In this case, the new-comers are my staff members, the adjunct teachers, and the national community of professionals who are new to this endeavor.

MY ACTIONS

PLAN for CYCLE 1

For Cycle 1, my research question is:

After I learn more about how K-12 teachers currently use primary source documents in their science classroom practice, what new strategies can I propose for making better use of our documents?

I will begin to answer my question by investigating the range of existing online presentations of primary source documents from the history of science and technology. I will undertake a survey of science museum websites and determine the existing models. I will consult with museum educators to identify teachers who currently use primary sources in order to gather anecdotal evidence.

After completing my survey, I will propose at least two strategies (depending on the outcome of my investigation) for how we can better use our documents to support K-12 education. With these strategies in mind, I will assemble a team of practicing K-12 science educators who will work as adjunct members of my Educational Technology Programs team.

ARTIFACTS COLLECTED

During Cycle 1, my artifacts will include: a detailed survey of existing museum use of primary sources for education; reports of anecdotal evidence of how teachers currently use primary sources; and at least two new strategies for how to use primary sources with K-12 educators.

EVALUATION

Cycle 1 should provide me with a wide range of new ideas which will enable me to generate new ideas for our own work with teachers. Therefore, I will measure success in Cycle 1 by whether or not I have effectively envisioned at least two new strategies for how to present primary sources online.

PLAN for CYCLE 2

Cycle 1 will generate new ideas and strategies that may affect this plan, but, currently, my research question for Cycle 2 is:

If I involve K-12 teachers directly as interpreters of the original case file contents, in what ways will our online presentations be more useful for K-12 education?

I will begin to answer this question by assembling a group of six practicing K-12 science teachers to join my team as adjuncts. Within the group, I will identify two sub-groups to apply each strategy generated in Cycle 1.