A Program Evaluation of Protovation Camp at an Elementary School in North Carolina

Autor/in	Cavoly, Denise Y.
Titel	A Program Evaluation of Protovation Camp at an Elementary School in North Carolina
Quelle	(2013), (174 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wingate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-6851-5
Schlagwörter	Hochschulschrift; Dissertation; Faculty Development; Self Efficacy; Teacher Effectiveness; Expectation; Inquiry; Experiential Learning; Constructivism (Learning); Science Instruction; Elementary School Teachers; Elementary School Science; Mixed Methods Research; Pretests Posttests; Surveys; Graduate Students; Charts; Interviews; Program Effectiveness; Elementary School Students; Day Camp Programs; North Carolina; Test of Science Related Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Expectancy; Erwartung; Experiental learning; Erfahrungsorientiertes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Survey; Umfrage; Befragung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Diagram; Diagrams; Diagramm; Tabellarische Überischt; Tabelle; Interviewing; Interviewtechnik
Abstract	The purpose of this program evaluation was to investigate the impact over time teachers' self-efficacies and the outcome expectancies of those who participated in an inquiry-based, hands-on, constructivist professional development program to learn science content. The hope was that after active participation in this inquiry-based professional development program that provides science inquiry experiences, the teachers, graduate students and elementary students would gain content knowledge, increase self-efficacies, and provide the outcome expectancies of the learning development program that provides science inquiry experiences. The mixed-methods approach used quantitative and qualitative data for campers, which consisted of pre-test and post-test scores on the Test of Science-Related Attitudes (TOSRA), the Draw-A-Scientist Test, Science Process Skills Inventory (SPSI) and content tests based on the camp activities. Additionally, TOSRA scores, Teacher Sense of Efficacy Scale (TSES), and Thinking about Science Survey (TSSI) results for the graduate students and elementary teachers were used along with qualitative data collected from plus\delta charts and interviews to determine the impact of participation in Protovation Camp on teachers and students. Results of the program evaluation indicated that when students were taught inquiry-based lessons that ignite wonder, both their attitudes toward science and their knowledge about science improved. An implication for teacher preparation programs was that practicing inquiry-based lessons on actual elementary students was an important component for teachers and graduate students as they prepare to positively impact student learning in their own classrooms. The findings of this study suggest that it is not just the length of the professional development program that is crucial, but the need for an implementation period while teachers work to transfer the learning to the classroom to their own students is critical to the success of process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01