A five-level design for evaluating professional development programs: Teaching and learning about nature of science

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dc.authorid0000-0003-0939-4766en_US
dc.authorid0000-0003-3294-4666en_US
dc.authorid0000-0003-2225-0812
dc.authorid0000-0002-1568-827X
dc.contributor.authorKartal, Eda Erdaş
dc.contributor.authorDoğan, Nihal
dc.contributor.authorİrez, Serhat
dc.contributor.authorÇakmakcı, Gültekin
dc.contributor.authorYalaki, Yalçın
dc.date.accessioned2021-06-23T19:52:42Z
dc.date.available2021-06-23T19:52:42Z
dc.date.issued2019
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractThe 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.en_US
dc.identifier.endpage426en_US
dc.identifier.issn1837-6290
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85065895475en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage402en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12491/10194
dc.identifier.urihttps://www.iier.org.au/iier29/erdas-kartal.pdf
dc.identifier.volume29en_US
dc.identifier.wosWOS:000464558700007en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorDoğan, Nihal
dc.language.isoenen_US
dc.publisherWestern Australian Inst Educational Research Incen_US
dc.relation.ispartofIssues In Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectLearning About Nature of Scienceen_US
dc.subjectProfessional Development Program
dc.titleA five-level design for evaluating professional development programs: Teaching and learning about nature of scienceen_US
dc.typeArticleen_US

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