ERIC Number: ED306089
Record Type: RIE
Publication Date: 1989
The Effect of a Middle School Teacher Inservice Course Emphasizing Science Process Skills on the Development of Integrated Process Skills and Logical Thinking.
Norman, John T.
The purpose of this investigation was to determine the effect of a middle school inservice course emphasizing science process skills on the development of integrated process skills and on logical thinking. Twenty-two middle-school science teachers from the Detroit Public Schools participated in this project. A "Resourcebook of Science Process Skills" was developed for use with middle school students (grades 5-9) and was used with teachers in this inservice course. For each of the 11 process skills a generic science activity was presented as well as one applicable to the subject areas of life science, earth science, and physical science. Application questions were posed in each process chapter. Teachers were taught two strategies for teaching these processes to their students, namely the learning cycle and a modeling strategy. The following conclusions about middle school science teachers were made: (1) they can make significant gains in the mastery of science process skills from an inservice course emphasizing science process skills; (2) they can make significant gains in their logical thinking from an inservice course emphasizing science process skills; and (3) they may have great difficulty in learning instructional strategies for teaching their process skills to their students. References and tables are provided. (MVL)
Descriptors: Biology, Earth Science, Elementary School Science, Inservice Teacher Education, Intermediate Grades, Junior High Schools, Learning Processes, Logical Thinking, Middle Schools, Physical Sciences, Process Education, Science Activities, Science Instruction, Secondary School Science, Teaching Methods, Teaching Models, Teaching Styles
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (62nd, San Francisco, CA, March 30-April 1, 1989).