ERIC Number: ED465622
Record Type: RIE
Publication Date: 2002-Jan
Reference Count: N/A
Explicit/Reflective Instructional Attention to Nature of Science and Scientific Inquiry: Impact on Student Learning.
Schwartz, Renee S.; Lederman, Norman G.; Khishfe, Rola; Lederman, Judith Sweeney; Matthews, Lee; Liu, Shiang-Yao
Science educators have reclaimed the importance of educating to promote a scientifically literate society. Project ICAN: Inquiry, Context, and Nature of Science is a professional development project designed to enhance middle and high school science teachers' knowledge and pedagogical skills that directly address the reform's call for student achievement in scientific inquiry and nature of science. Through continued teacher support, Project ICAN aims to enhance teachers' abilities to improve students' understanding of the nature of science and students' understanding of, and ability to perform scientific inquiry within a context of a standards-based science curriculum. Previous efforts have focused on either teacher knowledge or student achievement relative to scientific inquiry and nature of science. Project ICAN represents a first attempt to couple teachers' professional development relative to the nature of science and scientific inquiry with an extended focus on teachers' classroom practice and student achievement. The purpose of this paper is to describe the effectiveness of Project ICAN on student achievement for year 1 of the project. (Contains 14 references.) (Author/MVL)
Descriptors: Faculty Development, Inquiry, Science Instruction, Science Projects, Science Teachers, Scientific Principles, Secondary Education
For full text: http://aets.chem.pitt.edu.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Charlotte, NC, January 10-13, 2002); see SE 066 324.