The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction
Bibliographic Data
| ID | 21392813 |
|---|---|
| Authors | Jennifer L Maeng (0000-0003-4955-4023, Curriculum, Instruction, and Special Education, Curry School of Education and Human Development University of Virginia Charlottesville Virginia, corresponding author), Brooke A Whitworth (0000-0002-3944-291X, Department of Teacher Education University of Mississippi Oxford Mississippi), Randy L Bell (0000-0002-6212-9884, College of Education Oregon State University Corvallis Oregon), Donna R Sterling (College of Education and Human Development George Mason University Fairfax Virginia) |
| Year | 2020 |
| Volume | 104 |
| Issue | 2 |
| Pages | 326-353 |
| Publication date | 2020-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21562 |
| OpenAlex | W3000507779 |
| Language | EN |
| Citations received | 12 |
| References cited | 72 |
Through a randomized controlled trial, this mixed‐methods study evaluated changes in elementary science teachers’ understandings, confidence, and classroom implementation of problem‐based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD that teachers perceived facilitated these changes. Results indicated that following the PD, treatment teacher ( n = 139) understandings of and confidence for teaching inquiry, NOS, and PBL were significantly greater than control teachers ( n = 98) after controlling for preunderstandings and confidence. The effect sizes were large. Treatment teachers also incorporated significantly more PBL, inquiry, and NOS into their instruction. Modeling, microteaching with feedback and reflection, and in‐classroom coaching facilitated teachers’ confidence, understanding, and intention to implement the reform‐based practices they learned. Implications for the understanding of the relationship between knowledge, confidence, and practice as well as elementary science teacher PD design are discussed
Coaching · Mathematics education · Nature of Science · Pedagogy · Professional development · Science education · Teacher education · Diverse Educational Innovations Studies · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy
Unmasking the Effects of Teachers Whistleblowing Some Attributes on Implementing Stem Education
Beginning secondary science teachers’ implementation of process skills, inquiry, and problem-based learning during the induction years
Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process
Changes in teachers' beliefs
Development of VAScoR
It’s about time
A mixed-methods study on the role of a professional development program in shifting teaching self-efficacy, confidence, practices, knowledge, and need for support of K-12 educators teaching multilingual learners
Supervised or autonomous? Exploring the effect of instructional strategies on elementary school students’ mathematics and science achievement
An Investigation of the Effects of Out-of-School Learning Environments-Based Teaching on Pedagogical Belief Systems and Practices
Predicting Computational Thinking in Elementary Science Lessons Using a Multilevel Model Approach
Unveiling effectiveness
How do organizational conditions inform teachers’ equity self‐efficacy and implementation during professional development
Learners’ Responses to the Demands of Conceptual Change
Problem-Based Learning
Videobased lesson analysis
Developing views of nature of science in an authentic context
Collaborative design as a form of professional development
Views of nature of science questionnaire
Inquiry-Based Instruction and Teaching About Nature of Science
Qualitative Data Analysis in Health Psychology
Professional Development and Teacher Learning
Improving Impact Studies of Teachers' Professional Development
Situated Learning
| Unique citing works | 12 |
|---|---|
| Citations per year | 2,4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |