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| Autor/in | Alouf, James L., Bentley, Michael L. |
|---|---|
| Titel | Assessing the Impact of Inquiry-Based Science Teaching in Professional Development Activities, PK-12. |
| Quelle | (2003), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Elementary Secondary Education; Faculty Development; Inquiry; Science Instruction; Student Motivation; Teaching Methods |
| Abstract | This paper defines the nature of purposeful science teaching, describing how two Virginia professional development programs for teachers utilized science faculty for instruction in inquiry-based science. Both projects involved summer institutes for teachers that modeled inquiry-based science teaching so that teachers could seriously implement the method in their classrooms. They distinguished between the use of hands-on and inquiry-based activities by focusing on the nature of science as open-ended investigation, rather than the replication of an experiment with predictable results. Surveys of participants in both programs examined the frequency of inquiry use in their classrooms and the influence that approach had on student achievement and motivation. Overall, teachers in both groups were using the inquiry approach less than once or week or at least once a week. There were some gains in student achievement, particularly with student problem solving, student participation in hands-on activities, teacher-made tests, and student recall of content. Teachers in both groups reported gains in student motivation due to the inquiry approach, even in the high-stakes testing environment. Respondents cited no negative effects on student achievement. Two appendixes present the survey and four figures. (Contains 16 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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