Examining the Impact of a Professional Development Program on Elementary Teachers’ Views of Nature of Science and Nature of Scientific Inquiry, and Science Teaching Efficacy Beliefs
Loading...
Can’t use the file because of accessibility barriers? Contact us with the title of the item, permanent link, and specifics of your accommodation need.
Date
2013
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Electronic Journal of Science Education
Permanent Link
Abstract
We examined to what extent elementary teachers’ nature of science (NOS) and nature of scientific inquiry (NOSI) views, and science teaching efficacy beliefs change after a five-day professional development program designed to teach NOS and NOSI integrated with language arts. We found that elementary teachers improved their NOS and NOSI views, and one dimension of their science teaching efficacy beliefs at the end of the professional development program. Results of this study suggest that carefully designed professional development programs that provide NOS and NOSI instruction integrated with language arts may help elementary teachers improve their science teaching efficacy beliefs as well as their NOS and NOSI views.
Description
Publisher's, offprint version
Keywords
nature of science, nature of scientific inquiry, science teaching efficacy, elementary science
Citation
Deniz, H. & Akerson, V. L. (2013). Examining the impact of a professional development program on elementary teachers’ views of nature of science and nature of scientific inquiry, and science teaching efficacy beliefs. Electronic Journal of Science Education, 17 (3), 1-19.
Journal
DOI
Link(s) to data and video for this item
Relation
Rights
Type
Article