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written by Andria N. Stammen, Kathy L. Malone, and Karen Irving
International assessments have revealed that students in numerous nations lack scientific reasoning skills. Science teachers who support students' scientific skill development through the use of authentic practices provide students with tools needed for success in future science courses. Teachers training focused on pedagogy that supports student scientific reasoning development is particularly important as some studies have also suggested that pre-service teachers have a tendency to display a lack of scientific reasoning skills. Additionally, few studies exist that assess teachers' scientific reasoning skills, including the effectiveness of professional development to strengthen teacher scientific reasoning abilities over time. To help fill this gap, this study examines the effects of a Modeling Instruction in a biology workshop on teachers' scientific reasoning skills. In addition to teacher interviews, focus groups, and writing samples, data from Lawson's Classroom Test of Scientific Reasoning (LCTSR) were collected from teachers before and after the workshop. The results suggest that the three-week Modeling Instruction in the biology workshop contributed to gains in in-service teachers' scientific reasoning, and thus provides evidence that the teachers in this study are more prepared to help develop similar skills with their own students as they engage in the Modeling Instruction curriculum.
Education Sciences: Volume 8, Issue 3, Pages 119
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Modeling
- Professional Development
Education - Basic Research
- Assessment
= Conceptual Assessment
= Instruments
- Learning Theory
- Problem Solving
= Representational Use
- Sample Population
= Instructor: In-service
- Societal Issues
= International Issues
- Teacher Characteristics
= Content Knowledge
= Pedagogical Content Knowledge
General Physics
- Scientific Reasoning
Other Sciences
- Life Sciences
- Graduate/Professional
- Professional Development
- Reference Material
= Research study
PER-Central Types Intended Users Ratings
- Curriculum
- Curriculum / Pedagogy Guide
- Administrators
- Professional/Practitioners
- Researchers
- Educators
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Format:
text/html
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution-Share Alike 3.0 license. CC-BY license
Rights Holder:
MDPI
DOI:
10.3390/educsci8030119
Keywords:
Lawson Scientific Reasoning Assessment, constructivist pedagogy, constructivist theory, experiential learning, learning cycle, modeling instruction
Record Creator:
Metadata instance created February 24, 2022 by Adrian Madsen
Record Updated:
April 30, 2022 by Caroline Hall
Last Update
when Cataloged:
August 9, 2018
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Record Link
AIP Format
A. Stammen, K. Malone, and K. Irving, Educ. Sci. 8 (3), 119 (2018), WWW Document, (https://doi.org/10.3390/educsci8030119).
AJP/PRST-PER
A. Stammen, K. Malone, and K. Irving, Effects of Modeling Instruction Professional Development on Biology Teachers’ Scientific Reasoning Skills, Educ. Sci. 8 (3), 119 (2018), <https://doi.org/10.3390/educsci8030119>.
APA Format
Stammen, A., Malone, K., & Irving, K. (2018, August 9). Effects of Modeling Instruction Professional Development on Biology Teachers’ Scientific Reasoning Skills. Educ. Sci., 8(3), 119. Retrieved May 24, 2022, from https://doi.org/10.3390/educsci8030119
Chicago Format
Stammen, A, K. Malone, and K. Irving. "Effects of Modeling Instruction Professional Development on Biology Teachers’ Scientific Reasoning Skills." Educ. Sci. 8, no. 3, (August 9, 2018): 119, https://doi.org/10.3390/educsci8030119 (accessed 24 May 2022).
MLA Format
Stammen, Andria N., Kathy Malone, and Karen Irving. "Effects of Modeling Instruction Professional Development on Biology Teachers’ Scientific Reasoning Skills." Educ. Sci. 8.3 (2018): 119. 24 May 2022 <https://doi.org/10.3390/educsci8030119>.
BibTeX Export Format
@article{ Author = "Andria N. Stammen and Kathy Malone and Karen Irving", Title = {Effects of Modeling Instruction Professional Development on Biology Teachers’ Scientific Reasoning Skills}, Journal = {Educ. Sci.}, Volume = {8}, Number = {3}, Pages = {119}, Month = {August}, Year = {2018} }
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%A Andria N. Stammen %A Kathy Malone %A Karen Irving %T Effects of Modeling Instruction Professional Development on Biology Teachers' Scientific Reasoning Skills %J Educ. Sci. %V 8 %N 3 %D August 9, 2018 %P 119 %U https://doi.org/10.3390/educsci8030119 %O text/html

EndNote Export Format

%0 Journal Article %A Stammen, Andria N. %A Malone, Kathy %A Irving, Karen %D August 9, 2018 %T Effects of Modeling Instruction Professional Development on Biology Teachers' Scientific Reasoning Skills %J Educ. Sci. %V 8 %N 3 %P 119 %8 August 9, 2018 %U https://doi.org/10.3390/educsci8030119


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