ERIC Number: ED427063
Record Type: Non-Journal
Publication Date: 1998-Nov
Reference Count: N/A
Exploring Space: An Evaluative Portrait of Alabama Teachers.
Harwell, Sharon H.; Enger, Sandra K.
Followup sessions were conducted for Alabama teachers who completed training in the "Exploring Space: The Classroom Connection" science teaching program in summer 1997. The effectiveness of these sessions was evaluated for 71 teachers. This analysis also allowed for a comparison of several basic concepts about science of the 1996 Alabama teachers with those teachers in the 1998 followup sessions. Most of the teachers taught prekindergarten through grade 5, but those teaching grades 6 through 8 were the second largest group. Most of the teachers were white, and most taught in predominantly rural settings. Findings indicate that, while teachers expressed agreement with the philosophy and basic premises of constructivism and process-based science instruction, they often appeared to have a confused understanding of the philosophy of constructivism. Teacher responses suggest that some of their actions are supportive of good science learning but that there are areas to target in order to increase science learning opportunities. Teacher responses also indicate that most science classrooms were teacher-driven rather than learner-centered. There were no significant differences between the 1996 followup group of teachers and those from 1998 for science concepts except for the Nature of Science domain. Teachers indicated an overall high degree of satisfaction with the followup sessions. Sharing sessions also demonstrated that teachers need collegial support and encouragement from other program participants to stay motivated throughout the year. Evaluation findings support the effectiveness of the program. Implications for future research into program effectiveness through student data are discussed. (Contains 18 tables and 14 references.) (SLD)
Publication Type: Numerical/Quantitative Data; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama