Online Versus Face-to-Face PD for Increasing Content Knowledge of Early Career and Veteran Elementary Science Teachers

• In Event: Improving Equity and Quality in Science Education

Abstract

The current study compared the effect of two versions of the same PD and curriculum program offered face-to-face or completely online, keeping all content constant, on the earth science and art content knowledge (CK) of elementary teachers. Using quantitative analyses of pre- and post-tests of CK, we found significantly higher CK learning gains for teachers who participated in online PD compared with face-to-face PD, however with a small effect size. Subgroup analysis revealed that, compared with veteran teachers, early-career teachers experienced significantly higher CK gains from participating in the online PD compared to the face-to-face version with a large effect size. Implications for teacher learning are discussed.

Authors

• Sage Brianna O'Toole Andersen, The University of Texas at Austin

• Brad Hughes, University of California - Irvine