Sustaining or Diffusing Elementary Science Education Reform After Two Years

• In Event: 33.027 - Powerful Practices in Science Teaching

Abstract

In an intensive science education reform professional development for elementary teachers, problem based learning, inquiry, hands-on science, and the nature of science are learned and practiced. Teachers receiving this program return to schools and receive ongoing supports for this pedagogy. This study returns after two years to assess factors that sustain or dissipate teacher use of these pedagogies.

Authors

• David E. Long, George Mason University

• Andrew Jacob Keck, George Mason University

• Susan Poland, George Mason University