Outcomes in Constructivist-Based Professional Development in Science Inquiry

• In Event: Constructivism in Preservice Teacher Education and Classroom Teacher Professional Development

Abstract

This research investigates the success of a series of four, one and one-half year-long science inquiry-based professional development institutes, Science Empowerment, for elementary teachers. The institutes’ goal was to increase teachers’ skill and confidence in teaching with science inquiry, and ultimately increase the amount of science content taught to students utilizing inquiry pedagogy. To accomplish these goals, the Science Empowerment Institutes were structured according to best practice methods for professional development, constructivist theory and the developmental inquiry continuum.

Authors

• Miriam Munck, Eastern Oregon University

• Donna Rainboth, Eastern Oregon University