Mapping Epistemic Orientation Toward Teaching Science With Classroom Instruction: A Longitudinal Professional Development Study

• In Event: Engaging With the Epistemology and Ontology of Science Teaching

Abstract

As part of a larger effort to understand the impact of professional development (PD) on teachers’ thinking and practices, this research explores changes in epistemic orientation (and associated practices) of two cohorts of secondary science teachers as they were involved in a longitudinal PD. To measure epistemic orientation, Epistemic Orientation toward Teaching Science surveys were administered at three-time points and teachers’ classrooms were observed. Findings suggest that change in epistemic orientation occurred for teachers who engaged in two years of PD, but that one year was not sufficient to engender such changes in epistemic orientation or instructional practice. These findings speak to the need for continuous, high-quality, longitudinal PD.

Authors

• Sierra Morandi, Florida State University
  Presenting Author

• Claudia Hagan, Georgia State University
  Presenting Author

• Donna Ellen Granger, Florida State University
  Non-Presenting Author

• Jennifer Schellinger, Florida State University
  Presenting Author

• Sherry A. Southerland, Florida State University
  Presenting Author