The Need and Effectiveness of Professional Development for K-12 Teachers

Details The Need and Effectiveness of Professional Development for K-12 Teachers The Need and Effectiveness of Professional Development for K-12 Teachers

Dec 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...209.0318e&link_type=abstract

2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #03.18; Bulletin of the American Astronomical Society, V

Physics

Physics Education

Scientific paper

K-12 teachers are often encouraged to use more inquiry activities and lessons in their science classes. However, many teachers are not prepared to successfully implement science inquiry in their classrooms because they lack a sufficient understanding of the basic science concepts or of scientific reasoning skills. An effective professional development program is essential to help these teachers utilize inquiry-based science teaching. At the University of Cincinnati, we have conducted numerous physical science professional development programs and workshops of various lengths and topics for K-12 teachers. These workshops have primarily used the Physics by Inquiry1 modules by Lillian McDermott and the Physics Education Group at the University of Washington. We will present pretest and posttest data taken from these workshops to assess the need and effectiveness of the professional development programs. The results show much greater gains for the more extensive inquiry-based professional development programs.
* Partially Supported by The Improving Teacher Quality Development Program administered by the Ohio Board of Regents.
1. L.C. McDermott and the Physics Education Group at the University of Washington, Physics by Inquiry, (Wiley, 1996).

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