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Descriptors:
Developing Nations; Foreign Countries; Secondary School Teachers; Interviews; Technology Education; Program Implementation; Instructional Design; Classroom Techniques; Pedagogical Content Knowledge; Diaries; Teacher Attitudes; Qualitative Research

Abstract:
This paper explores the effectiveness of a technology education professional development (TEPD) program and factors impeding the implementation of such a program within the context of the Republic of Benin (West Africa). Professional development (PD) programs do not always take into account the specific disciplinary content knowledge and pedagogical content knowledge teachers should learn to be able to reach the PD goals. The goals of the study were to identify effective design elements of TEPD for developing nations and to enhance secondary technology education teaching in Benin, as well as in similar developing countries. Within the context of Benin technology education, four all-day sessions of the TEPD were carried out with 51 secondary school science teachers. Qualitative data, comprising teachers' after-session journals, after-session evaluation sheets, class observations and interviews with teachers and students, were collected during the PD program. Results indicated that participants' technology education content knowledge and pedagogical content knowledge were enhanced and that technology education lessons from the PD program were incorporated into teachers' classroom practices. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Strategies; Active Learning; Concept Formation; Knowledge Level; Student Attitudes; Misconceptions; Change Strategies; Vocabulary; Longitudinal Studies; Novelty (Stimulus Dimension); Scientific Concepts; Illustrations; Pictorial Stimuli; Visual Aids; Concept Mapping; Writing Across the Curriculum; Classroom Communication; Secondary School Science

Abstract:
Conceptual change instruction recognizes that students bring personal, or naive, conceptions to the classroom, which they use to explain their world, interpret situations, and create meaning (Driver et al. 2007). But what happens when students' personal conceptions are inconsistent with experts' views of scientific knowledge? Even after direct instruction, many students are held captive by their naive conceptions. This article describes the conceptual change cycle and provides 10 active learning strategies to help students overcome their naive conceptions of science. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Chemistry; Scientific Concepts; Scientific Principles; Scientific Literacy; Lesson Plans; Sequential Approach; Instructional Design; Models; Logical Thinking; Science Activities

Abstract:
The purpose of this article is to share a learning-cycle sequence of lessons designed to convey the particulate nature of matter through use of physical models and analogical thinking. This activity was adapted from Conceptual Chemistry, a long-running professional development program for teachers of grades 4-9. Conceptual Chemistry's approach is to emphasize broad conceptual understanding, students' ideas about science, and content-focused literacy skills. As a result of engaging in this series of lessons, students will observe macroscopic properties of matter and begin to develop scientific models to explain the particulate nature of matter. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Constructivism (Learning); Change Strategies; Self Efficacy; Chemistry; Concept Formation; Professional Development; Pedagogical Content Knowledge; Knowledge Base for Teaching; Science Instruction; Scientific Concepts; Middle School Teachers; Secondary School Teachers; Secondary School Science; Models; Teaching Methods

Abstract:
The purpose of this study was to explore the relationship between teachers' (N = 69) participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). Quantitative measures assessed CK, PCK, and PSTE. Document analysis focused on PCK. Elementary teachers gained CK, PCK, PSTE, and designed lessons to advance thinking from macroscopic to abstract models. Middle/secondary teachers gained PSTE, PCK, and introduced macroscopic models to develop understanding of previously taught abstract models. All implemented representational thinking and conceptual change strategies. Results suggest that: (1) constructivist PD meets the needs of teachers of varying CK, and (2) instruction should connect representational models with alternative conceptions, integrating radical and social constructivism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Art Education; Experiential Learning; Student Motivation; Integrated Curriculum; Middle School Students; Music Education; Teamwork; Service Learning; Grade 5; Critical Thinking; Thinking Skills; Decision Making Skills; Antisocial Behavior; Crime; Grade 6; Program Design; Museums; Exhibits; Environmental Education

Abstract:
Policymakers sometimes view arts education and experiential learning as distractions from the goal of enabling all students to master rigorous content standards. The three school programs described in this article, however, demonstrate that content standards can be integrated into engaging, motivating curriculums based on the arts and authentic experience. In the first program, middle school students channel their adolescent energy into a drumming ensemble, exploring musical theory, learning about teamwork, and serving the community in the process. The second section describes how 5th-grade art students become detectives, deploying their critical thinking skills to evaluate the evidence and decide who rightfully owns stolen paintings. Finally, 6th-graders design creative museum exhibits to answer the question, How do humans help and hurt the environment? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Controversial Issues (Course Content); Evolution; Science Instruction; Teaching Methods; Constructivism (Learning); Science Education; Preservice Teacher Education; Higher Education; Student Attitudes; Methods Courses; Scientific Concepts; Religious Factors; Classification; Educational Environment

Abstract:
The teaching of evolutionary theory has historically been problematic, often times marred with legal and moral battles. In recent years, state boards of education have prohibited or somehow compromised the role of evolutionary theory in school science. Consistent with the diversity of beliefs in contemporary society, preservice science teachers may hold personal beliefs, including creationism or intelligent design, that may restrict their willingness or ability to teach evolution concepts based in scientific theory. Other preservice science teachers who agree that evolution is a fundamental scientific concept may be uncomfortable with the prospect of teaching evolution to their future students because of the potential for creating controversies in the classroom, or with parents. In science teacher education programs that model acceptance of diversity and student-centered instruction, reversal from constructivist teaching philosophy to a dualistic treatment of evolution versus creationism is inconsistent and may be perceived by students as a shortcoming of constructivist practice. Implementation of the instructional strategy, "structured academic controversy" (SAC), is one means of teaching evolutionary theory while maintaining a constructivist approach. In this article, implementation of SAC and its effects on one class of preservice science teachers will be discussed, along with the implications for use in middle school and high school classrooms. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teachers; Essays; Field Experience Programs; Theory Practice Relationship; Middle School Teachers; Reflection; Preservice Teacher Education; Instructional Effectiveness; Educational Technology; Technology Integration; Internet; Computer Uses in Education; Computer Mediated Communication; Discussion; Asynchronous Communication; Integrated Learning Systems; Content Analysis; Discourse Analysis

Abstract:
This descriptive study addressed the role of virtual learning environments in fostering reflective thought among preservice teachers through dialogic interaction. Preservice teachers tend to view teaching as a formulaic application of theory and strategies. When challenged with making decisions in novel settings, they are often unable to apply previously learned theory and practice. Web-mediated discussions were the primary means for student-student and student-instructor dialogic interactions. Discussion postings and traditional essays of students provided ongoing documentation of their progress in engaging in reflective thinking. Analysis of individual postings, threaded discussions, and essays were conducted using Pathwise criteria for reflection. Results indicated that individual postings generally scored at Satisfactory levels, while threaded discussions and essays scored at Effective or Distinguished levels. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Surveys; Collegiality; School Culture; Faculty Development; Department Heads; Educational Change; Teacher Participation; Teacher Attitudes; Beliefs; Inquiry; Longitudinal Studies; Instructional Leadership; Science Instruction

Abstract:
The purpose of this study was to assess the effectiveness of a Local Systemic Change (LSC) initiative (N = 216) at Year 2 in a 5-year plan. Key questions were: What is the extent of school and teacher involvement?; What is the impact on teacher preparedness, attitudes, and beliefs?; and What is the extent of institutionalization? The model of professional development used shared leadership (Lead Teachers & Study Groups) along with workshops in inquiry, content, and assessment. All teachers averaged 81 hours of participation by the end of Year 2; LTs averaged 161 hours. Longitudinal and episodic data were collected using multiple instruments, including Horizon Research Teacher Survey (Baseline and Year 2), SG and Lead Teacher surveys (Year 1 and Year 2), Context Beliefs About Teaching Science and Classroom Observation Protocol (Year 2). Gains in teachers' practices, beliefs, and professional culture (collegiality and department chair support) were measured at significance levels of 0.05. The results indicate that sustained and intensive professional development influences individuals and school culture. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Longitudinal Studies; Middle Schools; Chemistry; Science Instruction; Program Effectiveness; Faculty Development; Self Efficacy; Expectation; Pedagogical Content Knowledge; Middle School Teachers; Cohort Analysis; Program Design

Abstract:
The purpose of this research was to enhance self-efficacy beliefs, chemistry content, and pedagogical content knowledge of middle grades teachers by incorporating specific design elements into professional development. This study analyzed the influence of program design on achieving gains in personal science teaching self-efficacy, outcome expectancy, chemistry content, and pedagogical content knowledge in 4 discrete cohorts (N = 135). Significant changes were produced in self-efficacy at 0.01 in each cohort, personal science teaching self-efficacy was significantly enhanced in Cohorts 1, 2, and 4 at 0.01, and outcome expectancy was significantly enhanced in Cohorts 1 and 3 at 0.01 and in Cohort 4 at 0.05. Professional development that enhances personal science teaching self-efficacy and outcome expectancy should be recognized as essential to achieving scientific literacy for all students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Art; History; Integrated Activities; Learning Activities; Science Education; Sciences; Secondary Education

Abstract:
An integrative study of the parallel histories of art and science was used to enable students to understand the effects that changing definitions have on the expression of science and art. Examines the following periods in history: (1) Pre-Renaissance; (2) Renaissance; and (3) Modern Art and Science. (ZWH)

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