The Genesis of Action Research

by Jenny Sheffield

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IN THE BEGINNING

...there was darkness.

The term ACTION RESEARCH was a mysterious unknown. I had no idea what it meant and soon found out that the only way to really learn and understand it was to do it. And so the project began.

Finding a problem was easy enough. "Look to the students for they are the greatest indicators of your success or failure," came a voice from within. I looked to the students and wondered: How can I teach them to do experiments in chemistry so that they will understand what they are doing and why they are doing it? So I questioned the students and changed my practices and questioned the students -- no improvement. I consulted my colleagues and critical friends, changed my practices and questioned the students -- no improvement. There had to be more to action research than this.

AND THEN THERE WAS LIGHT!

...a breakthrough

I did something completely different with my students and it worked! I guided them through the process of experimental design, they designed their own experiments, and theyunderstood! Their 18 year-old neurons were active - the sparks were flying! What an improvement! A revelation! I was reborn...

So this is action research. Improving practice by exposing our inadequacies -- we are vulnerable. Discussing, questioning, rehashing ideas, practices and changed practices -- voicing our thoughts and actions. Collecting the evidence and sharing the results -- validating the process.

IN THE END

...there is no end.

The end of this project is the beginning of another. Changes to practice were made, and they were good, but many other questions have come up along the way. Where do I go from here? How can I apply what I have learned to other areas of my teaching? The process has only just begun...