Supporting Elementary Teachers' Enactment of Nature of Science Instruction: A Randomized Controlled Trial

Autor/inn/en	Maeng, Jennifer L.; Bell, Randy L.; St. Clair, Tyler; Gonczi, Amanda L.; Whitworth, Brooke A.
Titel	Supporting Elementary Teachers' Enactment of Nature of Science Instruction: A Randomized Controlled Trial
Quelle	In: International Journal of Science Education, 40 (2018) 18, S.2245-2264 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maeng, Jennifer L.) ORCID (St. Clair, Tyler) ORCID (Whitworth, Brooke A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1528643
Schlagwörter	Elementary School Teachers; Elementary School Science; Scientific Principles; Science Instruction; Randomized Controlled Trials; Faculty Development; Experimental Groups; Control Groups; Science Teachers; Problem Based Learning; Scientific Concepts; Summer Programs; Institutes (Training Programs); Grade 4; Grade 5; Grade 6 + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Science teacher; Wissenschaft; Problem-based learning; Problemorientiertes Lernen; Sommerkurs; Sommerakademie; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	This embedded mixed method study used a randomised controlled? trial design to examine two cohorts of upper (grades 4-6) elementary teachers' classroom implementation of nature of science (NOS) instruction following their participation in a statewide professional development (PD). The treatment group (n = 145) was compared to a control group (n = 90), which received no PD. The PD included a summer institute that situated explicit NOS instruction within the context of problem-based learning (PBL). Data sources included videotaped classroom observations across four time points and teacher-generated descriptions of lessons preceding and following the observed lesson including learning objectives. Data were analysed with descriptive and inferential statistics and analysed qualitatively for trends in participants' explicit NOS instruction. Results indicated the majority of treatment teachers (n = 97; 66.9%) accurately taught explicit NOS during the academic year following the summer institute compared to control teachers (n = 2; 2.2%). Participants most often taught about the empirical (69%) and social (63%) aspects of science. Participants' strategies for integrating NOS varied in temporal placement within the lesson, connectedness to lesson activities, and extent of student-centeredness. These results demonstrate that situated PD that contextualises explicit NOS instruction within PBL facilitated teachers' explicit NOS instruction compared to teachers who did not receive such instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01