Comfort and Content: Considerations for Informal Science Professional Development

Autor/inn/en	Holliday, Gary M.; Lederman, Norman G.; Lederman, Judith S.
Titel	Comfort and Content: Considerations for Informal Science Professional Development
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 4 (2014) 4, S.356-375 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2013.855834
Schlagwörter	Informal Education; Science Education; Faculty Development; Elementary School Teachers; Middle School Teachers; Science Teaching Centers; Teacher Attitudes; Course Evaluation; Curriculum Development; Statistical Analysis; Learning Activities; Reflection; Pedagogical Content Knowledge; Pretests Posttests; Portfolio Assessment + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Naturwissenschaftliche Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Statistische Analyse; Lernaktivität; Pädagogische Kompetenz; Portfoliobeurteilung
Abstract	This study looked at a life science course that was offered at and taught by education staff of a large informal science institution (ISI) located in the Midwest. The curriculum, materials, and agendas for the course were developed by education staff and complemented a permanent life science exhibition. The researcher developed a content test based on the course instructional objectives and lessons provided by education staff. In addition, all participating elementary and middle school teachers (n = 62) were asked to complete an evaluation at the end of each day's session. This included several questions that required participants to reflect upon the content presented throughout the course of the day, focusing on their satisfaction and effectiveness of instruction. Overall, teacher responses on the daily and final evaluations for both courses were extremely positive. However, after participating in the ISI course, teachers' gains in science content knowledge were not as strong as they had perceived. The findings described here can assist developers of informal science professional development for elementary and middle school teachers that desire to incorporate inquiry, pedagogy, and science content into their teacher learning experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01