Literaturnachweis - Detailanzeige
Autor/inn/en | Koomen, Michele Hollingsworth; Blair, Robert; Young-Isebrand, Elisabeth; Oberhauser, Karen S. |
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Titel | Science Professional Development with Teachers: Nurturing the Scientist Within |
Quelle | In: Electronic Journal of Science Education, 18 (2014) 6, (28 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1087-3430 |
Schlagwörter | Science Teachers; Teaching Methods; Faculty Development; Science Instruction; Summer Programs; Science Process Skills; Teacher Attitudes; Mentors; Scientists; Professional Identity; Learner Engagement; Schemata (Cognition); Inquiry; State Standards; Elementary School Teachers; Secondary School Teachers; College School Cooperation; Minnesota Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sommerkurs; Lehrerverhalten; Scientist; Wissenschaftler; Cognition; Schema; Kognition; Elementary school; Grundschule; Volksschule |
Abstract | We used a mixed-methods study to understand the nature of classroom instruction and the enactments of inquiry with nine teachers after an extensive professional development (PD). The "Summer Ecology Institute for Teachers" focused on science as a process and included mentoring by scientists and science educators. We validated our findings using a triangulation approach with multiple data sources: pre-post attitude surveys, classroom observations using the CETP-COP protocol with observation notes at 5 minute intervals, semi-structured interviews, and review of student science notebooks. Our first three findings address the nature of classroom instruction:1) in their classroom practice the nature of the instruction was as mentors for K-12 students as they engaged in scientific inquiry, 2) the teachers' instructional practices were drawn from their own emerging identities as scientists who practice scientific inquiry in their interactions with their K-12 students (TIS) and 3) the classroom practice of the teachers promoted high levels of cognition and student engagement. A fourth finding addresses the enactment of inquiry in teachers' classrooms: Finding 4) while teachers integrated inquiry into many aspects of their classroom instructional practices, there was unevenness in the components of the inquiry enactments. Implications for PD are included. (As Provided). |
Anmerkungen | Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ejse@southwestern.edu; Web site: http://ejse.southwestern.edu |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |