The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction
Abstract
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...
Paper Details
Title
The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction
Published Date
Jan 11, 2020
Journal
Volume
104
Issue
2
Pages
326 - 353
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