NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1055415
Record Type: Journal
Publication Date: 2006
Pages: 24
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: EISSN-1541-5015
Preparing Teachers to Use Problem-Centered, Inquiry-Based Science: Lessons from a Four-Year Professional Development Project
Lehman, James D.; George, Melissa; Buchanan, Peggy; Rush, Michael
Interdisciplinary Journal of Problem-based Learning, v1 n1 p76-99 Spr 2006
Calls for reform in science education stress the need for inquiry-based, integrative methods that provide students with opportunities to solve authentic problems. Project INSITE, a four-year professional development effort in Indiana, was designed to help teachers integrate problem-centered science methods in their classrooms. This approach was characterized by use of a meaningful driving question anchored in a real-world context; student-conducted investigations that resulted in the creation of products; collaboration among students, teachers, and the community; and use of technology as a tool for gathering and sharing information. Quantitative and qualitative evaluations of the project suggest that it was generally successful in promoting positive teacher perceptions, fostering learner-centered classroom approaches, and leading to implementation of inquiry-based science in many classrooms.
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana