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1.
Establishing literacy in science is often linked to building knowledge about the Nature of Science (NOS). This paper describes and evaluates an inservice program designed to build elementary teachers’ understanding of NOS and an awareness of how NOS impacts science classroom instruction. Data sources consisted of surveys, action research plan documentation and classroom observations. Program participants tended to demonstrate some gains in understanding more about NOS and they linked positive experiences in the program to the explicit and activity-based NOS instruction provided. Yet, participation in the professional development project might not have been equally beneficial for all teachers. The understanding of NOS may have been restricted to certain NOS aspects, and the demonstration of the participants’ understanding of NOS may have been short-lived with a somewhat limited impact on sustainable, long-term NOS-based classroom instruction. Implications for designing NOS related professional development programs and suggestions for improvements to further develop teacher understanding of NOS are discussed.  相似文献   

2.
Middle school science teachers were involved in a problem-solving experience presented and guided by research scientists. Data on the teachers’ perspectives about this professional development and any impact it may have had on their teaching practices were collected through interviews, surveys, and classroom observations. The findings show that the professional development experience was positive, although one concern expressed by teachers was their lack of understanding of the scientists’ vocabulary. Using scientists and real-world scenarios was shown to be an effective strategy for encouraging middle school teachers to teach science as a process and help them strengthen their science content understanding.  相似文献   

3.
The purpose of this study was to examine how the practicing science and mathematics teachers participating in the University of Florida's Teacher Research Update Experience (TRUE) perceived their experiences in Summer 2000. We conducted in-depth interviews and collected data from survey questionnaires and addressed research in the following areas: How do participants perceive their experiences during the 7-week program designed to enhance science, mathematics, and technology knowledge and skills? How have these experiences contributed to their professional and personal growth and development, and how will they influence teaching and student learning? Findings from interviews provided insights into the thoughts, motivations, and, in some cases, insecurities of these adult learners. Follow-up studies are indicated on long-term impact of immersion professional development programs.  相似文献   

4.
The new Advanced Placement (AP) Computer Science (CS) Principles course increases the need for quality CS teachers and thus the need for professional development (PD). This article presents the results of a 2-year study investigating how teachers teaching the AP CS Principles course for the first time used online PD material. Our results showed that the teaching and computing background of teachers had a significant impact on the teachers' need for and use of online PD material. More specifically, novice CS teachers needed and used PD for developing their pedagogical content knowledge (PCK). Non-CS teachers needed and used PD materials emphasizing content knowledge. Experienced CS teachers believed they had little need for PD even though they were teaching a new course. Our study makes three recommendations for designing effective online PD for CS teachers: match PD to teachers' background, align PD with the course curriculum, and use effective motivational design to enhance teacher engagement. (Keywords: computer science education, online professional development, K–12, AP computer science principles course)  相似文献   

5.
The flexibly adaptive model of professional development, developed in the GIT Ahead project, enables secondary science teachers to incorporate a variety of geospatial technology applications into wide-ranging classroom contexts. Teacher impacts were evaluated quantitatively and qualitatively. Post-questionnaire responses showed significant growth in teachers’ perceived technological expertise, interest, and ability to integrate geospatial technology into their science teaching. Application of the Technical Pedagogical Content Knowledge (TPACK) framework to three case studies illustrates such growth. Crucial aspects of professional development in support of teaching science with geospatial technology include intensive training, ongoing support, a supportive learning community, and flexibility in terms of support provided and implementation expectations. Implications are presented for design of professional development and use of TPACK in evaluating impacts.  相似文献   

6.
Primary/elementary teachers are uniquely positioned in terms of their need for ongoing, science-focused professional development. They are usually generalists, having limited preparation for teaching science, and often do not feel prepared or comfortable in teaching science. In this case study, CHAT or cultural–historical activity theory is used as a lens to examine primary/elementary teachers’ activity system as they engaged in a teacher-driven professional development initiative. Teachers engaged in collaborative action research to change their practice, with the objective of making their science teaching more engaging and hands-on for students. A range of qualitative methods and sources such as teacher interviews and reflections, teacher-created artifacts, and researcher observational notes were adopted to gain insight into teacher learning. Outcomes report on how the teachers’ activity system changed as they participated in two cycles of collaborative action research and how the contradictions that arose in their activity system became sources of professional growth. Furthermore, this research shows how the framework of activity theory may be used to garner insight into the activity and learning of teachers as both their professional activities and the context change over time.  相似文献   

7.
The primary purpose of this study was to develop and apply a method for assessing teachers' context beliefs about their science teaching environment. Interviews with 130 purposefully selected teachers resulted in 28 categories of environmental factors and/or people who were perceived to influence science teaching. These categories were used to develop items for the Context Beliefs about Teaching Science instrument and provided evidence for content validity. Construct validity was partially confirmed through factor analysis that resulted in 26 items and two subscales on the final instrument. Using Ford's Motivation Systems Theory and Bandura's Theory of Collective Efficacy, additional evidence for construct validity was found in the modest correlation of context beliefs with outcome expectancy beliefs and the low correlation with science teaching self‐efficacy beliefs. The instrument was tested using 262 teachers participating in long‐term science professional development programs. These teachers possessed fairly positive context beliefs and, according to Ford's theory, should be capable of effective functioning in the classroom. It was concluded that the assessment of context beliefs would complement current science teacher self‐efficacy measures, thereby allowing researchers to develop profiles of science teachers' personal agency belief patterns. It could also be used to determine the factors which predict particular personal agency belief patterns, and assess teachers' perceptions of the strengths and weaknesses of school science programs, and could be used in planning and monitoring professional development experiences for science teachers. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 275–292, 2000.  相似文献   

8.
Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This study examined 81 in-classroom inquiry science lessons for preservice education majors and their cooperating teachers to determine the accuracy of the science content delivered in elementary classrooms. Our results showed that 74 % of experienced teachers and 50 % of student teachers presented science lessons with greater than 90 % accuracy. Eleven of the 81 lessons (9 preservice, 2 cooperating teachers) failed to deliver accurate science content to the class. Science content accuracy was highly correlated with the use of kit-based resources supported with professional development, a preference for teaching science, and grade level. There was no correlation between the accuracy of science content and some common measures of teacher content knowledge (i.e., number of college science courses, science grades, or scores on a general science content test). Our study concluded that when provided with high quality curricular materials and targeted professional development, elementary teachers learn needed science content and present it accurately to their students.  相似文献   

9.
Teacher learning through professional development is a complex process and is not yet well understood. Some features of professional development programs are known to be important, such as a focus on learner needs, design of and reflection on classroom artefacts, and the creation and sustaining of communities of support for teacher professional learning. In this paper, we describe the workings of such communities in a teacher professional development program, which focused on learner errors in a well-researched mathematical topic—the equal sign. Drawing on data from program sessions where teachers discussed their lesson designs and reflections on their teaching with each other, we develop the notions of challenge and solidarity as important in developing accountability conversations among teachers. We show how our program supported teachers to challenge each other and to build solidarity with each other and in so doing to develop accountability to each other and the profession, for their practices and their learning.  相似文献   

10.
We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China.  相似文献   

11.
To address the need to better prepare teachers to enact science education reforms, the National Science Foundation has supported a Research Experience for Teachers (RET’s) format for teacher professional development. In these experiences, teachers work closely with practicing scientists to engage in authentic scientific inquiry. Although there are many RET programs currently serving teachers, there is only a small body of research describing these programs and their outcomes. Just as science learning depends on both cognitive and affective factors of learners, the success of teacher professional development also depends on the cognitive and affective factors of the participants. Thus, the intent of this mixed method research is to better understand how the nature of professional development experiences shape the kinds of teachers that apply, and what this means for the design of such experiences. This study focused on describing the cognitive and affective characteristics of applicants for two different RET programs offered at the same institution. Findings suggest that the profiles of teachers who seek out these professional development programs vary based on the programs’ objectives. The findings also suggest that recognition of who is being served in professional development must be considered in the construction of those professional development experiences.  相似文献   

12.
Seventy-five science teachers from schools across Australia were interviewed in 1991 as part of the Science Education Professional Development Project (SEPD), a Department of Employment, Education and Training (DEET) funded Project of National Significance with a brief to develop a strategy to enhance the professional development of science teachers. At the time of interviewing there was considerable discussion about the implementation of a new classification, the Advanced Skilled Teacher. A major purpose of this Award Restructuring was to offer a career path for classroom teachers. In order to retain good science teachers and to encourage them to continue in the important role of classroom teaching it is crucial to understand and to meet their professional development needs. But what does it mean to develop and grow as a science teacher? What constitutes quality professional development? What do science teachers expect from professional development activities? This paper explores science teachers' expectations in relation to professional development and examines the implications for policy.  相似文献   

13.
Many primary teachers have a limited understanding of science concepts. A recent Australian government review of science teacher education strongly recommended that this problem be addressed in preservice and post‐initial teacher education programs. This paper outlines some approaches that might satisfy this recommendation. Course structure and design are initially considered. Specific techniques are then described which revolve around a constructivist approach to teaming science concepts. Although the importance of science processes is still acknowledged, it is implied that significant time needs to be devoted to reflecting upon and sharing one's own perceptions of science concepts. Some exemplar professional development courses and materials which also address the teacher's own science knowledge are considered briefly. The suggestions and examples draw heavily upon approaches taken by British teacher educators who have had to confront this issue directly because of the nature of their science syllabus.  相似文献   

14.
我国小学科学教师职前培养已形成了四种主要模式。不同模式的小学科学教师教育在科学类专业课程、教育类专业课程和专业实践课程上差异较大,在小学科学教师继续教育和专业发展方面也存在多种多样的方式。当前我国小学科学教师教育存在的五个方面的问题,针对这些问题作者提出了改进小学科学教师教育及其专业的五条建议。  相似文献   

15.
This paper describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on one’s learning should be an integral part of teachers’ professional development experiences.  相似文献   

16.
The professional development project reported on in this paper, the Beginning Elementary Science Teachers' (BEST) project, was based on the premise that the first years of elementary science teaching can be very important in the development of long-term quality science teaching. Specifically, we report on project experiences that allowed 13 beginning teachers to interact with experienced teachers in a university seminar and during school visits. Results show that these limited mentoring experiences can support the development of professional knowledge and discussion centers on factors that facilitate knowledge growth. Conclusions are presented that compare benefits of these limited mentoring experiences to those reported to be achieved in long-term mentoring programs.  相似文献   

17.
This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.  相似文献   

18.
We investigated secondary science and mathematics teachers engaged in a two-and-a-half-year professional development effort focused on equity. We examined how teachers conducting research on their own instructional practices—a central learning strategy of the professional development project—informed and/or constrained their views related to three strands of equity: teachers and teaching, students and learning, and students’ families and communities. Data collected included recordings of professional development seminars and school-site meetings, three sets of individual interviews with teacher researchers, and drafts and final products of the classroom research teachers conducted. From our qualitative analyses of data, we found that most teachers addressed at least two of the three equity strands in researching their own practice. We also found that most transformed their understandings of teachers and students as a result of their teacher research process. However, teachers’ views of families and communities changed in less substantive ways. We close with recommendations for other researchers and professional developers intent on supporting science and mathematics teachers in using teacher research to work toward equity.  相似文献   

19.
The impact of two science enrichment programs on the science attitudes of 330 gifted high school students was evaluated using a multimethod, multiperspective approach that provided a more comprehensive evaluation of program impact on science attitudes than did previous assessments of science programs. Although pre–post comparisons did not indicate positive impact on science attitudes, other measures provided strong evidence of program effectiveness. Program benefits were greater among girls, those who had more supportive families and teachers, and those who entered the programs with greater general confidence in their abilities. Implications for science enrichment programs and their evaluation are discussed. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1065–1088, 2001  相似文献   

20.
A Brief History of Inquiry: From Dewey to Standards   总被引：1，自引：0，他引：1  
This paper describes how interpretations of inquiry have changed during the 20th Century. These multiple meanings have resulted in (a) confusion among K–12 teachers of science and (b) various interpretations by science teacher educators. Suggestions are provided for preservice programs (both science and methods courses), professional development for new and veteran teachers of science, and science education community to reach consensus about what is inquiry.  相似文献   

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