ERIC Number: EJ1002923
Record Type: Journal
Publication Date: 2013-Jun
Abstractor: As Provided
Reference Count: 0
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.
Descriptors: Scoring, Science Teachers, Concept Mapping, Replication (Evaluation), Evaluation Methods, Pedagogical Content Knowledge, Scientific Research, Inservice Teacher Education, Pretests Posttests, Statistical Analysis, Qualitative Research, Instructional Effectiveness, Science Instruction, Teaching Methods
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Secondary Education; Postsecondary Education
Authoring Institution: N/A