Using Content-rich Experiences Within Professional Development to Expand Teachers’ Knowledge and Perceptions of Mathematics and Science

• In Event: Roundtable Session 1
  In Roundtable Session: Designing and Implementing STEM-Focused Professional Development

Abstract

This paper examines upper elementary and middle school teachers’ learning of mathematics and science content, and how their perceptions of their disciplines developed through content-rich learning experiences. Participants’ growth occurred in two areas: knowledge of content and perceptions of the discipline/learning of the discipline. Findings suggests that content can be a critical vehicle through which change can be made in teachers’ understandings and perceptions of mathematics and science. However, difficulty should arise for the purpose of confronting previous notions of content, rather than for its own sake. Findings further indicate that although teachers involved in both mathematics and science can benefit from similar overall PD structures there are unique challenges that need to be addressed for each particular discipline group.

Authors

• Susan Gomez Zwiep, California State University - Long Beach

• Babette M. Benken, California State University - Long Beach