Curriculum-Based Teacher Professional Development in Middle School Science: A Comparison of Training Focused on Cognitive Science Principles versus Content Knowledge

Autor/inn/en	Yang, Rui; Porter, Andrew C.; Massey, Christine M.; Merlino, Joseph F.; Desimone, Laura M.
Titel	Curriculum-Based Teacher Professional Development in Middle School Science: A Comparison of Training Focused on Cognitive Science Principles versus Content Knowledge
Quelle	In: Journal of Research in Science Teaching, 57 (2020) 4, S.536-566 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Rui) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21605
Schlagwörter	Science Curriculum; Secondary School Science; Middle School Students; Middle School Teachers; Science Teachers; Faculty Development; Cognitive Science; Pedagogical Content Knowledge; Science Instruction; Instructional Effectiveness; Teaching Methods; Science Achievement; Curriculum Design + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Kognitionswissenschaft; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung
Abstract	This study investigates, through a cluster-randomized trial, the effectiveness of two approaches to increasing middle school students' science learning using a traditional science curriculum. Ninety schools were randomly assigned into one of three arms: (a) a treatment arm in which the textbook curriculum was modified based on four principles of cognitive science coupled with teacher professional development (PD), (b) a second treatment arm in which teachers received PD designed to improve their knowledge of the science content, and (c) a business-as-usual control group. The PD was able to change teacher practice but barely improved teacher knowledge. No significant boost in student achievement was observed, except in a few instances, where there were some promising findings. Exploratory analyses were conducted to examine what makes the interventions more effective. Implications for future research were discussed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01