Professional Development in Inquiry-Based Science for Elementary Teachers of Diverse Student Groups

Autor/inn/en	Lee, Okhee; Hart, Juliet E.; Cuevas, Peggy; Enders, Craig
Titel	Professional Development in Inquiry-Based Science for Elementary Teachers of Diverse Student Groups
Quelle	In: Journal of Research in Science Teaching, 41 (2004) 10, S.1021-1043 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20037
Schlagwörter	Science Instruction; Urban Schools; Teacher Workshops; Faculty Development; Student Diversity; Cultural Pluralism; Teacher Improvement; Inquiry; Elementary School Teachers; Teacher Attitudes; Program Effectiveness; Grade 3; Grade 4; Teaching Methods; Consciousness Raising + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kulturpluralismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Bewusstseinsbildung
Abstract	As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry-based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to inquiry-based science. The research involved 53 third- and fourth-grade teachers at six elementary schools in a large urban school district. At the end of the school year, teachers reported enhanced knowledge of science content and stronger beliefs about the importance of science instruction with diverse student groups, although their actual practices did not change significantly. Based on the results of this first year of implementation as part of a 3-year longitudinal design, implications for professional development and further research are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10