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ERIC Number: EJ1058734
Record Type: Journal
Publication Date: 2008
Pages: 32
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: EISSN-1541-5015
Measuring Teachers' Learning from a Problem-Based Learning Approach to Professional Development in Science Education
Weizman, Ayelet; Covitt, Beth A.; Koehler, Matthew J.; Lundeberg, Mary A.; Oslund, Joy A.; Low, Mark R.; Eberhardt, Janet; Urban-Lurain, Mark
Interdisciplinary Journal of Problem-based Learning, v2 n2 p29-60 Fall 2008
In this study we measured changes in science teachers' conceptual science understanding (content knowledge) and pedagogical content knowledge (PCK) while participating in a problem-based learning (PBL) model of professional development. Teachers participated in a two-week long workshop followed by nine monthly meetings during one academic year that focused on deepening their content understanding and their teaching practices. We analyzed teachers' short writings and concept map depictions of their understanding, and found teachers significantly developed components of pedagogical content knowledge and clinical reasoning, such as knowledge of assessment. Gains on conceptual understanding of science, however, were limited to one group of teachers. We conclude that this PBL approach to professional development advanced components of science teachers' strategic pedagogical content knowledge and discuss the ongoing challenges in measuring changes in teachers' understanding in the context of an evolving PBL model of professional development.
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; Tests/Questionnaires
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: ESI - 0353406