NotesFAQContact Us
Search Tips
ERIC Number: ED532119
Record Type: Non-Journal
Publication Date: 2009
Pages: 317
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1095-3613-3
Effects of Participation in Inquiry Science Workshops and Follow-Up Activities on Middle School Science Teachers' Content Knowledge, Teacher-Held Misconceptions, and Classroom Practices
Cepeda, Linda F.
ProQuest LLC, Ph.D. Dissertation, University of Denver
An important aspect of developing science literacy for all students is developing science-literate teachers. With the implementation of the No Child Left Behind Act, many middle school teachers found themselves in a position where they were no longer qualified to teach middle school science. This study was designed to help science teachers increase their science content knowledge, identify and resolve misconceptions/errors they may have, and assist them in their teaching by providing strategies for inquiry-based teaching, science laboratory exercises, and science equipment. Teachers enrolled in biology courses offered by the Rocky Mountain Middle School Math and Science Partnership participated in this study. They were required to take pre-, post-, and follow-up assessments over course concepts, complete a survey over their background and teaching pedagogy, and be observed teaching in their classrooms for three class periods followed by an interview after each observation. The results included key findings: (1) These assessments indicated that science teachers can increase their science content knowledge by attending high-quality professional development courses designed to help increase basic science content knowledge on science content. (2) Teachers held numerous misconceptions as shown by the assessments and classroom observations. Some were resolved, some that appeared to be resolved at the time of the post test reappeared again on the follow-up test, and some were not resolved. (3) Teacher observations showed that they did use science equipment provided by the course instructors and they taught the content from the Biology course where appropriate. Teachers teaching classes other than biology demonstrated their ability to teach inquiry science by employing inquiry activities and teaching with a "scientific method" approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001