In-Service Science Teachers' Professional Development Targeted to Promote Student Understanding of Core Scientific Concepts [Konferenzbericht] Paper presented at the International Baltic Symposium on Science and Technology Education (BalticSTE2021) (4th, Šiauliai, Lithuania, Jun 21-22, 2021).

Autor/inn/en	Greitans, Karlis; Namsone, Dace
Titel	In-Service Science Teachers' Professional Development Targeted to Promote Student Understanding of Core Scientific Concepts [Konferenzbericht] Paper presented at the International Baltic Symposium on Science and Technology Education (BalticSTE2021) (4th, Šiauliai, Lithuania, Jun 21-22, 2021).
Quelle	(2021), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Greitans, Karlis) ORCID (Namsone, Dace)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Faculty Development; Concept Formation; Scientific Concepts; Intervention; Educational Needs; Research Reports; Science Teachers; Science Instruction; Classroom Techniques; Educational Quality; Teaching Methods; Active Learning; Teacher Competencies; Kindergarten; Elementary Secondary Education; Foreign Countries; Latvia + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Educational need; Bildungsbedarf; Research report; Forschungsbericht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klassenführung; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Lehrkunst; Ausland; Lettland
Abstract	This review study includes 19 articles from 2016 to 2021 focusing on in-service science teachers' professional development targeted to promote student conceptual understanding. The present study is guided by the following research question: "What characterizes high-quality in-service science teachers' professional development targeted to promote student conceptual understanding?" The review indicates that such classroom practices as modelling, questioning, and arguing from evidence are perspective ways to develop student conceptual understanding in science classrooms. A mixture of input, application, and reflection; long-term involvement of participants; focus on the question how to foster transfer from teacher professional development into participants' everyday work characterize high quality teacher professional development interventions that develop and support inquiry practices. Results suggest that teacher professional development that is sensitive to teacher learning needs is a way to develop student conceptual understanding. [For the full proceedings, see ED620289.] (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; Web site: https://www.scientiasocialis.lt/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01