Action Research Project

This document provides guidelines for your action research project. It is based on a simple framework for carrying out Action Research,

Plan  Act  Observe  Reflect

This template is intended to help you think through the process for your own action research project and to provide information on what needs to be included in your final report

  1. Plan

This initial stage is where you describe the problem or subject of research and the classroom innovation you will take to address this problem. For example, How can I improve my students’ understanding of the greenhouse effect? How can I engage my students in environmental issues related to climate change within our community? How can I improve my students knowledge of the impacts of climate change in Minnesota?

Your plan needs to specifically consider how to promote students’ understanding of an area of earth science.

You should consider and discuss the following in your report

  • What is the specific problem related to earth science education you want to explore?
  • Describe the setting in which the innovation will be applied, including:
  • students
  • learning environment (e.g., where will the learning take place?);
  • Describe the learning objectives and goals of the classroom innovation
  • Describe the planned classroom innovation.
  • What research and existing resources inform your approach?
  • What materials might you need?
  • Who will be involved? Individual or team planning?
  • What’s the time frame? i.e. when will you implement your planned classroom innovation? Projects need to be completed before day 5 of MSTP training.
  • Are there any ethical considerations?
  • What special student needs should be considered? IEPs? ELL students?
  • Describe how you will know if your innovation was successful? i.e. describe your assessments related to your learning objectives/goals.
  1. Act

During this stage you implement your classroom innovation – you should include the following documents in your final report to thoroughly describe your pedagogical approach:

  • Copies of unit/lesson plans
  • Copies of activities and student handouts
  • Copies of student assessments and rubrics
  1. Observe

During this stage you collect data about the activity. The data you need to collect is based largely on your specific problem or question but might include how your students are working, what they are working on, how materials are being used, interactions, engagement, what is not happening as well as what is happening…etc. Schedule one of the university staff to come out and observe during your teaching – they will help you to collect data!

Your final report should included

  • Student work – include summaries of assessment data and samples of student work (can be copies of tests, lab reports, pictures of student products, videos of student presentations etc.). You should include student assessment items for a minimum of one entire class.
  • Other data collected during the implementation including your personal reflections
  1. Reflect

This stage is an opportunity to analyse and reflect on your approach to climate change education and data related to your innovation. Your final report should include:

  • An analysis of the student data in response to your action research question (were your learning outcomes met?)
  • Analysis of own observations and reflections including statements about what you would change for next time and implications for your teaching.

Schedule a reflective interview with one of the university staff after implementing your unit.

Timeline and Checklist

Please remember if you need assistance with planning or have any questions just ask!

All steps in the checklist below need to be completed before training day 5.

Complete phase 1 (Plan) –send electronic document to Gill () and Narmin ()

Schedule observation of your climate change unit

Email dates to Gill and Narmin who will coordinate for a someone to observe.

Please allow a minimum of a week notice to adjust schedules accordingly

Send copies of lesson plans, handouts, assessment and rubrics to Gill and Narmin

Teach your earth science unit

Collate and analyse student assessment data and send to Gill and Narmin

 Prepare your presentation for training day 5

Schedule and complete a reflective interview about your earth science unit (this step can occur after training day 5)