The Influence of the Modeling of Inquiry-Based Science Teaching By Science Faculty in P-12 Teacher Professional Development Programs.Report as inadecuate




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Because research has found that many students experience science as fragmented, this study examined the impact of modeling by science teachers during faculty development programs on participants' subsequent classroom instruction and on their students' science achievement and motivation. In two programs, liberal arts college science professors implemented inquiry-based activities for classroom teachers, teaching science content to teacher participants using hands-on/minds-on lessons. Surveys of participants from three iterations of these programs solicited their observations about their own post-project teaching methods and the impact they perceived in students' science achievement and motivation as a result of experiencing inquiry teaching. Teachers in both groups, for the most part, were using inquiry-based science activities once a week or less than once a week, and there were some gains in students' academic achievement. The categories of achievement where teacher perceived the most gain were teacher-made exams, hands-on activities, student problem solving, and recall of content. Participant comments suggested that teachers believed students remembered the content better and could use the information to solve problems, especially on teacher-made tests. Results indicated an overwhelmingly positive effect on student motivation. The survey is appended. (Contains 22 references.) (SM)

Descriptors: Academic Achievement, College Faculty, Elementary Secondary Education, Faculty Development, Hands on Science, Higher Education, Inquiry, Modeling (Psychology), Science Achievement, Science Instruction, Science Teachers, Student Motivation, Teaching Methods











Author: Bentley, Michael L.; Alouf, James L.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6339&id=ED475053



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