Professional Development to Support Elementary Teachers' Understanding and Implementation of Reforms-Based Science: Randomized Controlled Trial

• In Event: 16.036 - Elementary Teacher Science Professional Development

Abstract

This randomized controlled trial characterized changes in elementary science teachers’ understanding and classroom implementation of problem-based learning, nature of science, and inquiry following participation in a state-wide professional development. Treatment teachers (n=199) attended a summer institute with academic year follow-up and coaching; control teachers (n=143) received no PD. Data included pre-/post-/year-end Perceptions surveys, post-summer institute/year-end interviews, Pedagogical Content Knowledge surveys, and classroom observations. Data were analyzed using systematic data analysis and inferential statistics. Treatment teachers exhibited statistically significant changes in their understandings of PBL, inquiry, and NOS. Classroom observations indicated the PD facilitated teachers’ implementation of PBL, inquiry, and NOS. The results of this study have the potential to inform PD supporting elementary science teachers’ implementation of reforms-based science practices.

Authors

• Jennifer L. Maeng, University of Virginia

• Randy L. Bell, Oregon State University

• Timothy R. Konold, University of Virginia

• Brooke A Whitworth, Northern Arizona University