ERIC Number: EJ1038924
Record Type: Journal
Publication Date: 2013-Aug
Abstractor: As Provided
Reference Count: 55
Sustaining Reform-Based Science Teaching of Preservice and Inservice Elementary School Teachers
Sullivan-Watts, Barbara K.; Nowicki, Barbara L.; Shim, Minsuk K.; Young, Betty J.
Journal of Science Teacher Education, v24 n5 p879-905 Aug 2013
This study examined the influence of a professional development program based around commercially available inquiry science curricula on the teaching practices of 27 beginning elementary school teachers and their teacher mentors over a 2 year period. A quantitative rubric used to score inquiry elements and use of data in videotaped lessons indicated that education students assigned to inquiry-based classrooms during their methods course or student teaching year outperformed students without this experience. There was also a significant positive effect of multi-year access to the kit-based program on mentor teaching practice. Recent inclusion of a "writing in science" program in both preservice and inservice training has been used to address the lesson element that received lowest scores--evaluation of data and its use in scientific explanation.
Descriptors: Faculty Development, Program Effectiveness, Inquiry, Science Curriculum, Science Instruction, Elementary School Science, Elementary School Teachers, Mentors, Statistical Analysis, Scoring, Video Technology, Methods Courses, Student Teaching, Student Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A