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PERC 2012 Abstract Detail Page

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Abstract Title: Effect of Science Professional Development Program on Classroom Instruction
Abstract: A science curriculum and instruction diagnostic was created and then administered to practicing teachers participating in the School Year Based Inquiry Learning (SYBIL) program, both in autumn of 2011 and spring of 2012.  The diagnostic instrument is a self-reported survey investigating frequency, duration and teaching methods employed in K-8 science classrooms, and aims to characterize a teacher's approach to teaching science.  Results are presented including relationships among instruction styles, scientific reasoning ability of both teachers and their students, as well as measures of teacher content knowledge acquisition.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jennifer L. Esswein
The Ohio State University
and Co-Presenter(s)
Andrew W. Dougherty, Bruce R. Patton