A Formative Evaluation of a Scientific Work Experience Program for Science Teachers.

Autor/in	Gottfried, Sandra S.
Titel	A Formative Evaluation of a Scientific Work Experience Program for Science Teachers.
Quelle	(1993), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Experiential Learning; Formative Evaluation; Higher Education; Inservice Teacher Education; Internship Programs; Researchers; Science Instruction; Science Teachers; Scientific Research; Secondary Education; Secondary School Science; Secondary School Teachers; Teacher Attitudes; Teacher Behavior; Teacher Education Programs; Work Experience Programs + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Berufspraktische Ausbildung; Researcher; Forscher; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich; Lehrerverhalten; Teacher behaviour
Abstract	The Science Teachers as Research Scientists (STARS) program is a scientific work experience program conducted at the University of Missouri-St. Louis that provides secondary science teachers internships with faculty researchers. This report evaluates the STARS program with respect to the teachers' (n=17) first summer experiences only. Both quantitative and qualitative measures were used to evaluate the program's effectiveness and to determine whether the project objectives were met, the value of the program as perceived by the participants, and the impact of the program. The study concluded that teachers perceived that: (1) the experience in scientific research design and experimentation was substantial; (2) they made gains in their acquisition of science content knowledge; (3) they moderately increased their ability to perform science process skills; (4) they moderately increased the incorporation of research/process methodologies in their curricula; (5) they made substantial gains in their understanding of science applications in the workplace; (6) the program was helpful in lesson planning; (7) the program was valuable; and (8) the program impacted their ability to implement hands-on laboratory-oriented curricula. Field notes and classroom observations, however, do not reflect an increase in the use of these strategies in the classroom, suggesting the need for further research concerning how these changes in perception can be converted to changes in the classroom. (MDH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC