NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1090159
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1366-4530
Teaching and Learning about Science Practices: Insights and Challenges in Professional Development
Qablan, Ahmad
Teacher Development, v20 n1 p76-91 2016
The purpose of this study was to determine if science teachers showed a change in their ability to design and implement science lessons that integrate twenty-first century science practices as a result of their participation in a subject-specific professional development program. A qualitative design utilizing inductive analysis was used to investigate teachers' ability to design inquiry-oriented lessons and implement them in the classroom. Eight science teachers participated in the study. Findings showed that teachers have benefited from their participation in the program and were able to plan and implement their inquiry-oriented lesson plans and implement them in the classroom. The analysis also showed that teachers were not able to demonstrate their ability in two dimensions of inquiry (asking scientifically oriented questions and designing and carrying out investigations). Finally, several suggestions were presented to modify the program's training materials to focus more on these two dimensions of inquiry.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Jordan