Impact of a Professional Development Program on Effective Science Instruction of Research Content and Skills

• In Event: 66.044 - Diverse Contexts in Professional Development for Science Education

Abstract

Federal education policies have increased attention on science education and science achievement. This effort has coincided with a push within the science education community for instruction focused on inquiry to improve students’ science outcomes. These changes to science education have required significant investment in professional development to provide teachers with content knowledge and skill-building expertise needed to foster increased use of inquiry-based instructional strategies. This paper examines the influence of a professional development program designed to promote inquiry-based instruction related to research concepts/skills on teacher-reported levels of efficacy and confidence. Results indicate that high-quality professional development encouraged sustained levels of increased self-efficacy, confidence and use of inquiry in the classroom.

Authors

• Lisa M. Abrams, Virginia Commonwealth University

• Tammy Ruth McKeown, Arizona Department of Education

• Clay Aschliman, Virginia Commonwealth University

• Patricia Slattum, Virginia Commonwealth University

• Sarah Conklin, Virginia Commonwealth University