The Effect of Professional Development on Elementary Science Teachers' Understanding, Confidence, and Classroom Implementation of Reform-Based Science Instruction

Autor/inn/en	Maeng, Jennifer L.; Whitworth, Brooke A.; Bell, Randy L.; Sterling, Donna R.
Titel	The Effect of Professional Development on Elementary Science Teachers' Understanding, Confidence, and Classroom Implementation of Reform-Based Science Instruction
Quelle	In: Science Education, 104 (2020) 2, S.326-353 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maeng, Jennifer L.) ORCID (Whitworth, Brooke A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21562
Schlagwörter	Faculty Development; Elementary School Science; Elementary School Teachers; Science Teachers; Teacher Attitudes; Self Esteem; Program Implementation; Educational Change; Science Instruction; Problem Based Learning; Inquiry; Scientific Principles; Pedagogical Content Knowledge; Teacher Improvement; Modeling (Psychology); Microteaching; Coaching (Performance); Outcomes of Education + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Lehrerverhalten; Self-esteem; Selbstaufmerksamkeit; Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problem-based learning; Problemorientiertes Lernen; Pädagogische Kompetenz; Modeling; Modelling; Modellierung; Lernleistung; Schulerfolg
Abstract	Through a randomized controlled trial, this mixed-methods study evaluated changes in elementary science teachers' understandings, confidence, and classroom implementation of problem-based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD that teachers perceived facilitated these changes. Results indicated that following the PD, treatment teacher (n = 139) understandings of and confidence for teaching inquiry, NOS, and PBL were significantly greater than control teachers (n = 98) after controlling for preunderstandings and confidence. The effect sizes were large. Treatment teachers also incorporated significantly more PBL, inquiry, and NOS into their instruction. Modeling, microteaching with feedback and reflection, and in-classroom coaching facilitated teachers' confidence, understanding, and intention to implement the reform-based practices they learned. Implications for the understanding of the relationship between knowledge, confidence, and practice as well as elementary science teacher PD design are discussed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01