Type:

Other

Description:

Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.

Subjects:

  • Educational Technology > General
  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

NSDL,Active Learning,Gender Issues,Education Foundations,Undergraduate (Lower Division),Higher Education,educational technology,gender differences,Physics Education Research,chemistry education,General Physics,Social Sciences,Graduate/Professional,Societal Issues,learning (artificial intelligence),Other Sciences,High School,Inquiry Learning,professional development,PERC 2008,oai:nsdl.org:2200/20090507002315772T,research and development management,student experiments,Chemistry,Physics,Computing and Information,educational courses,Education Practices,General,NSDL_SetSpec_439869,Achievement,Vocational/Professional Development Education,Education,Technology,Professional Development

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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