Effects of a Professional Development Program on Science Teacher Knowledge and Practice, and Student Understanding of Interdisciplinary Science Concepts

Autor/inn/en	Yang, Yang; Liu, Xiufeng; Gardella, Joseph A., Jr.
Titel	Effects of a Professional Development Program on Science Teacher Knowledge and Practice, and Student Understanding of Interdisciplinary Science Concepts
Quelle	In: Journal of Research in Science Teaching, 57 (2020) 7, S.1028-1057 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Yang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21620
Schlagwörter	Faculty Development; Program Effectiveness; Science Teachers; Scientific Concepts; Interdisciplinary Approach; Inservice Teacher Education; Inquiry; Public Schools; Pedagogical Content Knowledge; Teaching Methods; Science Instruction; Knowledge Level + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerfortbildung; Public school; Öffentliche Schule; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wissensbasis
Abstract	Situated in the context of an in-service professional development (PD) program focused on Interdisciplinary Science Inquiry, this quantitative study tests the validity of and further explores the theoretical model adapted from Desimone's (2009), "Educational Researcher," 38, 181-199 conceptual framework on effectiveness of PD. The participants include 204 teachers and 5,581 students within 12 local public schools from 2012 to 2016. The multilevel models indicate that PD participation, school-, and teacher-level factors influence teacher pedagogical content knowledge and inquiry instruction in different ways. Furthermore, the inquiry instruction significantly relates student understanding of interdisciplinary science concepts (ISCs) through a few mediators. Therefore, this study reinforces calls to provide teachers with high quality PD and contributes to current knowledge base of the mechanisms of how inquiry instruction influences students' understanding of ISCs. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01