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ERIC Number: EJ855338
Record Type: Journal
Publication Date: 2009-Oct
Pages: 21
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1046-560X
Influence of Constructivist Professional Development on Chemistry Content Knowledge and Scientific Model Development
Khourey-Bowers, Claudia; Fenk, Christopher
Journal of Science Teacher Education, v20 n5 p437-457 Oct 2009
The purpose of this study was to explore the relationship between teachers' (N = 69) participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). Quantitative measures assessed CK, PCK, and PSTE. Document analysis focused on PCK. Elementary teachers gained CK, PCK, PSTE, and designed lessons to advance thinking from macroscopic to abstract models. Middle/secondary teachers gained PSTE, PCK, and introduced macroscopic models to develop understanding of previously taught abstract models. All implemented representational thinking and conceptual change strategies. Results suggest that: (1) constructivist PD meets the needs of teachers of varying CK, and (2) instruction should connect representational models with alternative conceptions, integrating radical and social constructivism.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A