RESEARCH PROJECTS
Each VSI Tier 1 teacher completes a science research and action research project. In science, research is the ultimate inquiry-based learning, and its incorporation into science curirculum is recommended for students from K-16+. Like scientists, the VSI teacher first develops a deep base of knowledge of science through coursework and then has the opportunity to do "real science" through an independent, inquiry-based project under the direction of a research scientist. Research also provided both a sense of empowerment and of confidence that will reinforce the VSO teacher"s leadership skills.
In addition to the independent scientific investigation, VSI teachers apply the skills of inquiry and research as they investigate a question or problem associated with their own professional practice. The action research project draws upon the content of the mentoring, assessment, and/or leadership components of VSI as participants identify an individual question or problem and conduct qualitative or quantitative research at the site where they teach.
Science Research Projects
Teachers Doing Real Science Research with a Scientist and Bringing it into the Classroom
To develop a comprehensive understanding of the scientific process each VSI Tier 1 teacher carries out a scientific research project with a practicing research scientist. Each teacher then presents his/her research to colleagues, administrators and scientists in a day long symposium. Scientists affiliated with research institutions and non-profit organizations from both the U.S. and worldwide have served as mentors for the projects. Listed below are the projects completed by VSI teachers and their mentoring scientists.
Intertidal Trophic Effects of Gull Predation in Coastal New England by Shannon Black
Scientist mentor, Dr. Christine Bogdanowicz, Shoals Marine Lab, Cornell University
Vermont Breeding Bird Inventory by Jeffrey Blake
Scientist mentor, Mr. Chip Darmstadt, Vermont Institute of Natural Science (VINS)
Zebra Mussel Colonization of Mushroom Anchors, Chains and Ropes: Effects of Bottom Substrate, Time and Prior Algal Colonization by Sandra Brown
Scientist mentor, Dr. Declan McCabe, St. Michael's College
Glacial History of a Gravel Pit in Pittsfield, Vermont by Jonathon Bump
Biogeochemical Tracers in Arctic Rivers: Linking the Pan-arctic Watershed to the Arctic Ocean by Amy Clapp
Scientist mentor, Dr. Max Holmes (PARTNER program), Woods Hole Oceanographic Institute
Factors that Stimulate Detachment of Zebra Mussels by Mary Dee
Scientist mentor, Dr. Ellen Maardstat, The University of Vermont
Comparison of Precipitation Data from Morrisville, Johnson, and Burlington, VT 2002-03 by Maureen Demers
Scientist mentor, Dr. Tania Bacchus, Johnson State College
Functional Recovery After Bone Marrow Transplant: A Reliability Study of the Activity Card Sort Instrument by Colleen DeSchamp
Scientist mentor, Dr. Kathleen Lyons, Dartmouth Medical School
An Investigation of Glacial Geology in Eden, Vermont by Dorothy Finlay
Scientist mentor, Dr. Stephen Wright, The University of Vermont
Use of the rRNA Gene to identify Bacteria Present in Periodontal Disease by Melissa Flint
Scientist mentor, Dr. Richard Galbraith, The University of Vermont
Glacial Gravel Formations Along the West River, Dummerston, Vermont by Robert Glennon
Scientist mentor, Dr. John Warren, Marlboro College (retired)
Developing Stewardship Guidelines for Canadian Warbler Habitat in Vermont by Dot Gray
Scientist mentor, Dr. Dan Lambert, The Vermont institute of Natural Science (VINS)
Locating Fowler Toad Habitat in Vermont by Wendy Harty
Scientist mentor, Dr. Jim Andrews, Middlebury College
Monitoring Montaine Songbirds in Vermont with a Special Focus on the Bicknell's Thrush (Catharus bicknelli) by Dave Johnston
Scientist mentor, Dr. Chris Rimmer, Vermont Institute of Natural Science (VINS)
Herpetological Conservation Plan-Ascutney State Park by Connie Kendall
Scientist mentor, Mr. Aaron Hurst, Vermont Department of Forest, Parks, and Recreation
Relationship of Water, Arsenic and Local Geology by Diane Mach
Scientist mentor, Dr. Helen Mango, Castleton State College
The Demonstration of Chemical Change During Bread Making by Nancy Matthews
Scientist mentor, Dr. Helen Mango, Castleton State College
Protocol for Obtaining Measureable Levels of Cadmium in Fundulus heroclitus through Aqueous and Dietary Fiber by Elizabeth Mirra
Scientist mentor, Dr. Celia Chen, Darmouth College
Determining Suitable Habitat for the Canadian Warbler by Amanda Niles
Scientist mentor, Dr. Jason Chase, Villanova University
Effects of land Management on the Canadian Warbler in the Nuylhegan Basin by Vicky O'Keefe
Scientist mentor, Dr. Jason Chase, Villanova Univeristy
The Effect of a Seven Year Drought on Bird Populations with a Static Mangrove by Carrie Mauhs-Pugh
Scientist mentor, Dr. Davison Colins, Great Basin Institute
Glacial Lake Deposits in a Burke, Vermont Sandpit by Lois Michaud
Scientist mentor, Dr. Ballard Ebbett, Lyndon State College
Assessing the Geomorphic Impact of the Nov 1996 and Oct 2004 Jokulhaups of the Vatnajokull on the Landscape of SE Iceland by Jeff Moreno
Scientist mentor, Dr. Andrew Russell, University of Newcastle upon Tyne, UK
A Reconstruction of Shelburne Pond\'s Trophic History by Janelle Perry-Askew
Scientist mentor, Dr. Andrea Lini, University of Vermont
The Vermont Butterfly Survey by Amanda Pierce
Scientist mentor, Mr. Chip Darmstadt, VINS
A Microbial Survey of an Acidic pond (pH 3.7) at the Elizabeth Mine Superfund Site, Strafford, VT by Susan Ponto
Scientist mentor, Dr. Elizabeth Dolci, Johnson State College
Green Chemistry for 5th and 6th graders by Kathy Renfrew
Scientist mentor, Dr. Scott Gordon, The University of Vermont
The Vermont Bird Breeding Atlas by Jill Rollinson
Effect of Neem Seed Extract as a Natural pesticide on Cullembola by Edith Sheluga
Scientist mentor, Dr. Michael Brownbridge, The University of Vermont
A Microbial Survey of an Acidic Pond (pH 2.6) at the Elizabeth Mine Superfund Site, Strafford, VT by Peggy Sprague
Scientist mentor, Dr. Elizabeth Dolci, Johnson State College
Using PCR and RFLP to Identify /Streptococcus uberis and other Streptococcus Species by Catherine Stout
Scientist mentor, Dr. David Kerr, The University of Vermont
The Relative Abundance, Distribution, and Diversity of Reef Fishes and Benthic Marine Macro-Invertebrates of the Rocky Reef of Tenactatita Bay by Kelly Thieret
Scientist mentor, Mr. Juan Francisco Castellanos Avila, Universidad Autonoma de Baja California Sur
Water Quality Monitoring for pH and Alkalinity of Headwater Streams within Vermont Appalachian Trail Corridor by Ann Thompson
Scientist mentor, Mr. Matthew Stevens, Appalachian Trail Conservancy
Synthesis, Infrared Characterization, and Electrochemical Oxidation of W(CO)4 (bph) and W(CO)4 (bcp) by John Ulrich
Scientist mentor, Dr. John Bullock, Bennington College
Action Research Projects
In the second of two research investigations, Tier 1 teachers apply the skills of inquiry and research as they study a question or problem associated with their professional practice. In the Action Research project, teachers formulate and answer a question about teaching, learning, assessment or leadership.
The teachers share their findings to colleagues and school administrators via power point or poster presentations in a day long symposium.
“I am doing my action research on writing science conclusions. Three years ago I would not have touched this topic unless it meant losing my job and even then I would not feel comfortable doing it. Now I have been working with my friend since the summer and we have come up with a whole series of ways to help his students with the last piece being the writing component. If you had told me I would be doing this before I would have laughed at you. Professionally I always felt confident in delivering science content to my students, but now I am able to go way beyond that." - Edith Sheluga, VSI graduate
Examples of action research projects completed by VSI teachers:
Improving Experimental Design
by Jeffrey Blake, Barre City Elementary School
Action Research for Best Strategies for Teacher Leaders by Sandra Brown, BFA Fairfax School
How do Questions and Worksheets Asking Low level Questions vs Higher level Questions Affect the Learner?
by Jonathon Bump
Effects of Collaboration to Enhance Teacher Practice and Improve Student Performance
by Mary Dee, J.J. Flynn Elementary School
What Opportunities Do Students at Hardwick Elementary have to Practice Science Skills?
by Maureen Demers, Hardwick Elementary School
Implementation of Science Notebooks in the 8th Grade Classroom by Colleen DeSchamp, Windsor Jr/Sr High School
Ecosystem Performance Task: Focusing on Better Questioning Skills
by Melissa Flint, Leicester Central School
Does the Use of Scientist's Notebooks Faciliate Learning of Science Inquiry Skills? by Robert Glennon, Dummerston Elementary School
Integrating Science and Writing Instruction
by Wendy Harty, Central Elementary School
Improving Science Learning and Writing Through Science Notebooks
by Diane Mach, Mettawee Community School
Inquiry as a Teaching Tool
by Amanda Niles, Lyndon Town School
Tools in Science
by Vicky O'Keefe, Charleston Elementary School
Interpreting Data in the Classroom
by Amanda Pierce, Barre City Elementary School
Increasing Student Understanding of Independent Variables, Dependent Variables, Constants and Controls
by Susan Ponto, Mill River Union High School
Science and Literacy Integration
by Kathy Renfrew, Peacham Elementary School
Improving the Writing of Science Conclusions
by Edith Sheluga
Improving Kindergarten Students' Observation Skills
by Peggy Sprague, Hardwick Elementary School
Am I an Effective Science Teacher?
by Benjamin Weiss, East Montpelier Elementary School
