A five-level design for evaluating professional development programs: Teaching and learning about nature of science
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Dosyalar
Tarih
2019
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Western Australian Inst Educational Research Inc
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The aim of this study is to evaluate a continuing professional development (CPD) program designed to improve teachers' professional competences about the nature of science (NOS) by using a new evaluation perspective. The researchers followed a year long CPD about NOS with the voluntary attendance of 18 middle school science teachers and their students. In a collaborative and reflective environment, teachers were introduced to various NOS aspects and ways to use explicit instruction and formative assessment in their NOS teaching. In addition, teachers received teaching activities and materials to be implemented in their classrooms for one year. The data were collected and evaluated based on the "five level (learning, beliefs, transfer, results, and reaction) evaluation model". The findings demonstrate that the CPD program about NOS effectively improved teachers' views about NOS, beliefs about teaching and learning the NOS, classroom practices about NOS and also their students' views about NOS. This study is the first to use formative assessment and discourse analysis in a professional development program for in-service teacher education, and also first to evaluate teachers' views, beliefs, practices and their students' views about NOS all together. The findings are thought to motivate researchers to consider multiple level evaluations of future professional development programs.
Açıklama
Anahtar Kelimeler
Learning About Nature of Science, Professional Development Program
Kaynak
Issues In Educational Research
WoS Q Değeri
N/A
Scopus Q Değeri
Q2
Cilt
29
Sayı
2