An Experimental Study of a Museum-Based, Science PD Programme's Impact on Teachers and Their Students

Autor/inn/en	Aaron Price, C.; Chiu, A.
Titel	An Experimental Study of a Museum-Based, Science PD Programme's Impact on Teachers and Their Students
Quelle	In: International Journal of Science Education, 40 (2018) 9, S.941-960 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aaron Price, C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1457816
Schlagwörter	Urban Areas; Museums; Science Instruction; Science Teachers; Faculty Development; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Pretests Posttests; Knowledge Level; Pedagogical Content Knowledge; Standardized Tests; Program Effectiveness; Comparative Analysis; Achievement Gains; Teacher Attitudes; Student Attitudes; Self Efficacy; Anxiety; Student Centered Learning; Randomized Controlled Trials; Science Achievement; Statistical Analysis + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Museum; Museumswesen; Museen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Wissensbasis; Pädagogische Kompetenz; Standadised tests; Standardisierter Test; Achievement gain; Leistungssteigerung; Lehrerverhalten; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Angst; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Statistische Analyse
Abstract	We present results of an experimental study of an urban, museum-based science teacher PD programme. A total of 125 teachers and 1676 of their students in grades 4-8 were tested at the beginning and end of the school year in which the PD programme took place. Teachers and students were assessed on subject content knowledge and attitudes towards science, along with teacher classroom behaviour. Subject content questions were mostly taken from standardised state tests and literature, with an 'Explain:' prompt added to some items. Teachers in the treatment group showed a 7% gain in subject content knowledge over the control group. Students of teachers in the treatment group showed a 4% gain in subject content knowledge over the control group on multiple-choice items and an 11% gain on the constructed response items. There was no overall change in science attitudes of teachers or students over the control groups but we did find differences in teachers' reported self-efficacy and teaching anxiety levels, plus PD teachers reported doing more student-centered science teaching activities than the control group. All teachers came into the PD with high initial excitement, perhaps reflecting its context within an informal learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01