NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1002923
Record Type: Journal
Publication Date: 2013-Jun
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1059-0145
Mapping Changes in Science Teachers' Content Knowledge: Concept Maps and Authentic Professional Development
Greene, Barbara A.; Lubin, Ian A.; Slater, Janis L.; Walden, Susan E.
Journal of Science Education and Technology, v22 n3 p287-299 Jun 2013
Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with two cohorts of teachers to assess changes in science teacher knowledge. In study 1, 34 teachers developed pre- and post-concept maps in one of the nine different content areas. A repeated measures analysis of six quantitative scores showed statistically significant increases in knowledge representation. Quantitative and qualitative scoring methods indicate that concept maps are effective for assessing teacher knowledge gains from professional development. Study 2 replicated the results with 24 teachers and provided further information about how knowledge changes.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A