Developing Elementary Teachers' Science Content Knowledge and Pedagogical Content Knowledge Through STEM-Focused Professional Development

• In Event: Sheraton Roundtable Session 21
  In Roundtable Session: Exploring Teacher Beliefs and Practices

Abstract

This research examined the effectiveness of a professional development model designed to increase elementary teachers’ knowledge of content and pedagogy in the sciences and subsequently improve students’ academic success in the sciences. The research utilized mixed methods, quasi- experimental design. The study examined the impact of the teachers’ participation in PSCI-Train (Physical Science Content Inquiries Training) on their classroom instruction and their students’ achievement over two years. Metrics, qualitative and quantitative, revealed the training developed by PSCI-Train leaders supported increased teachers’ content knowledge and pedagogical content knowledge (inquiry teaching). In addition to gains on multiple choice items, participants were able to translate lessons learned during the professional development program into classroom practice as evidenced by classroom observations.

Authors

• April Allison Wagnon Nelms, University of North Georgia

• Cheryl W. Sundberg, Self-employed

• Sanghee Choi, University of North Georgia

• Mark Spraker, University of North Georgia