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Developing Middle School Teachers’ Understandings About Scientific Inquiry and Investigations: A Case of Formal-Informal Partnerships
Tue, April 17, 2:15 to 3:45pm, Vancouver Convention Centre, Floor: Second Level, West Room 222Session Submission Type: Symposium
Abstract
This symposium focuses on a collaborative development and research project centered on advancing our knowledge of the role informal science education institutions can play in enhancing science literacy for middle school teachers, students, and administrators. In particular, we detail the development and use of a teaching case (including text, video, and web components), as well as research to study the effects of this case-based, science-specific professional development on teachers’ understanding of scientific investigations and their classroom practice. Our work adds to the accumulating body of empirical research exploring the effects of professional development.
Sub Unit
Chairs
Papers
Learning Science as Inquiry With the Urban Advantage: Project Overview - Patricia S. Bills, Michigan State University
Development and Use of Teaching Case Materials - Suzanne Elgendy, American Museum of Natural History
Providing Opportunities for Teachers to Learn About Scientific Inquiry and Investigation - Jamie N. Mikeska, Michigan State University
The Contribution of Professional Development Resources to Teachers’ Understandings about Scientific Inquiry and Investigations and Teachers’ Instructional Practice - Robyn A. Carlson, Michigan State University
Integrating the Resources of Informal Science Institutions and Formal Science Education: Facilitating Partnerships and Building Knowledge - Kenne A. Dibner, Michigan State University