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Journal of Science Teacher Education

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01-04-2013

The Impact of Professional Development on Elementary Teachers’ Strategies for Teaching Science with Diverse Student Groups in Urban Elementary Schools

Authors: Karen Adamson, Alexandra Santau, Okhee Lee

Published in: Journal of Science Teacher Education | Issue 3/2013

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Abstract

This study examined elementary teachers’ instructional strategies for promoting scientific understanding and inquiry and supporting English language development with diverse student groups including English language learners. The study was part of a 5-year research and development project consisting of reform-based science curriculum units and teacher workshops aimed at providing effective science instruction to promote students’ science and literacy achievement in urban elementary schools. Data consisted of 213 post-observation interviews with third, fourth, and fifth grade teachers. The teachers reported using instructional strategies to promote scientific understanding, but generally did not employ more sophisticated inquiry-based strategies. They also reported using instructional strategies to support English language development. There were significant differences among grade levels and by years of teacher participation.

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Title: The Impact of Professional Development on Elementary Teachers’ Strategies for Teaching Science with Diverse Student Groups in Urban Elementary Schools
Authors: Karen Adamson
Alexandra Santau
Okhee Lee
Publication date: 01-04-2013
Publisher: Springer Netherlands
Published in: Journal of Science Teacher Education / Issue 3/2013
Print ISSN: 1046-560X
Electronic ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-012-9306-z

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Other articles of this Issue 3/2013

Exploring Exemplary Elementary Teachers’ Conceptions and Implementation of Inquiry Science

A Psychometric Approach to the Development of a 5E Lesson Plan Scoring Instrument for Inquiry-Based Teaching

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Open Guided Inquiry Laboratory in Physics Teacher Education

Steps to Opening Scientific Inquiry: Pre-Service Teachers’ Practicum Experiences with a New Support Framework

Crossing the Border from Science Student to Science Teacher: Preservice Teachers’ Views and Experiences Learning to Teach Inquiry