Changes in Science Content Knowledge and Attitudes toward Science Teaching of Educators Attending a Zoo-Based Neuroscience Professional Development

Autor/inn/en	Pecore, John L.; Kirchgessner, Mandy L.; Carruth, Laura L.
Titel	Changes in Science Content Knowledge and Attitudes toward Science Teaching of Educators Attending a Zoo-Based Neuroscience Professional Development
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86 (2013) 6, S.238-245 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2013.826527
Schlagwörter	Science Education; College Faculty; Recreational Facilities; Faculty Development; Neurosciences; Pedagogical Content Knowledge; Informal Education; Learning Experience; Teacher Attitudes; Teaching Methods; Lesson Plans; Workshops; Science Tests; Attitude Measures; Partnerships in Education; Self Concept; Anxiety; Elementary School Teachers; Secondary School Teachers; Middle School Teachers; Statistical Analysis; Georgia + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Fakultät; Freizeiteinrichtung; Neuroscience; Neurowissenschaften; Neurowissenschaft; Pädagogische Kompetenz; Informelle Bildung; Nichtformale Bildung; Lernerfahrung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Lernwerkstatt; Schulung; Hochschulpartnerschaft; Selbstkonzept; Angst; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Statistische Analyse
Abstract	Informal learning environments often host teachers for learning opportunities, but little is known about the impact of these experiences on teacher professional development (PD). This article describes a unique collaborative PD experience between zoological park personnel and university faculty, examining the impact on teacher content knowledge, attitudes, and classroom lessons. Our findings suggest that the PD improved science content, but made no impact on already high attitudes toward science. In light of the high level of self-reported satisfaction and high frequency of teacher lesson plan use, we propose that the PD had other positive outcomes such as pedagogical knowledge and authentic learning experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10