ERIC Number: EJ986504
Record Type: Journal
Publication Date: 2012-Dec
Abstractor: As Provided
Reference Count: 58
Argument as Professional Development: Impacting Teacher Knowledge and Beliefs about Science
Crippen, Kent J.
Journal of Science Teacher Education, v23 n8 p847-866 Dec 2012
Using a case study method, the experiences of a group of high school science teachers participating in a unique professional development method involving an argue-to-learn intervention were examined. The participants (N = 42) represented 25 different high schools from a large urban school district in the southwestern United States. Data sources included a multiple-choice science content test and artifacts from a capstone argument project. Findings indicate although it was intended for the curriculum to be a robust and sufficient collection of evidence, participant groups were more likely to use the Web to find unique evidence than to they were to use the provided materials. Content knowledge increased, but an issue with teacher conceptions of primary data was identified, as none of the participants chose to use any of their experimental results in their final arguments. The results of this study reinforce multiple calls for science curricula that engage students (including teachers as students) in the manipulation and questioning of authentic data as a means to better understanding complex socioscientific issues and the nature of science.
Descriptors: Evidence, Teacher Characteristics, Professional Development, Science Instruction, Science Teachers, Urban Schools, Scientific Principles, Science Education, Beliefs, Knowledge Base for Teaching, Knowledge Level, Multiple Choice Tests, Transcripts (Written Records), Primary Sources, Persuasive Discourse, Scientific Literacy, Case Studies, Cognitive Style, Inferences
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: United States