ERIC Number: ED444840
Record Type: RIE
Publication Date: 1999
Using Historical Cases To Change Teachers' Understandings and Practices Related to the Nature of Science.
Dawkins, Karen R.; Vitale, Michael R.
Presented are the results documenting the proof-of-concept effectiveness of an 8-day afterschool professional development program through which secondary science teachers learned to implement an instructional method using historical cases in biology to teach nature of science concepts. Results of the study using a variety of quantitative and qualitative data sources confirmed that the prototype model was feasible for use by secondary teachers in biology to address nature of science concepts, and that the design components of the 8-day professional development program were effective in developing the required knowledge and skills, providing the support necessary for teachers to implement the model successfully in secondary biology classrooms. In addition, participation in the project and use of the historical cases model were found to enhance teachers' own understanding of key nature of science concepts relative to the limited understanding displayed by comparable control teachers. Discussion of the findings included the identification of areas for future development and research involving use of the historical cases model. (Contains 19 references.) (Author/ASK)
Descriptors: Biology, Faculty Development, Science History, Science Instruction, Scientific Principles, Secondary Education, Secondary School Teachers
For full text: http://www.narst.org/.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Boston, MA, March 28-31, 1999). Contains very small type that may not reproduce adequately.