Inquiry science professional development combined with a science summer camp for immediate application

Naizer, Gilbert; Bell, Glenda Love; West, Keith; Chambers, Sharon M.

doi:10.1007/bf03173841

Cited by 7 publications

(2 citation statements)

References 5 publications

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“…When it comes to the research studies inquiring in the effectiveness of the summer science camps for preservice and inservice teachers, there are only a few in the literature (e.g. Logerwell, 2009;Naizer, Bell, West, & Chambers, 2003;Wallace & Brooks, 2014). Furthermore, it is quite unlikely to find any research studies focused primarily on the development of teachers' NOS conceptions in a summer science camp.…”

Section: Discussionmentioning

confidence: 99%

Professional Development of Elementary and Science Teachers in a Summer Science Camp: Changing Nature of Science Conceptions

Karaman¹

2016

AJTE

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Section: Discussionmentioning

confidence: 99%

Professional Development of Elementary and Science Teachers in a Summer Science Camp: Changing Nature of Science Conceptions

Karaman¹

2016

AJTE

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“…The literature regarding the effectiveness of science camps for teachers is limited (Naizer et al, 2003;Wallace & Brooks, 2014;Karaman et al, 2016), though it has been demonstrated that participants show significant progress in learning, independent of the discipline that they teach (Karaman et al, 2016). More research is required to examine the positive experiences of teachers in science camps as an important contribution to knowledge in this area of education (Karaman et al, 2016).…”

Section: Science Camps As Spaces Of Continuing Education For Teachersmentioning

confidence: 99%

Teachers’ science camp experiences in southern Chile: Strengthening teacher identity and continuing education

Silva

Parra

Reyes-Arriagada

et al. 2021

LUMAT

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Science camps for teachers have been held in Chile for several years and are recognized as important opportunities for continuing education, but they have been largely ignored as instances for impactful reflection on teacher self-assessment and identity. This article presents the analysis of teacher experiences at a science camp held in southern Chile called “Explora Va!”, which was designed not just as an instance for continuing education for teachers in scientific contents but also for individual and collaborative reflection aimed at strengthening educators’ skills as agents of change in their institutions. The question of this study was: how do the participants represent their teacher identities based on their experiences at the “Explora Va!” Camp? Using a qualitative approach, the results of the analysis of narratives from teachers’ camp journals are reported here. The narratives from these journals provide an account of two dimensions, personal and contextual, where the importance of the teaching profession and science teaching were explored beyond conventional disciplinary limits. Collaboration, innovation, and personal and professional growth at the camp served to signify and resignify professional identities based on common elements but attending to the particular circumstances and unique backgrounds of each teacher.

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Collaborative Learning to Improve Problem-Solving Skills: A Relation Affecting Through Attitude Toward Mathematics

Saadati

Reyes

2019

Research in Mathematics Education

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Inquiry science professional development combined with a science summer camp for immediate application

Cited by 7 publications

References 5 publications

Professional Development of Elementary and Science Teachers in a Summer Science Camp: Changing Nature of Science Conceptions

Professional Development of Elementary and Science Teachers in a Summer Science Camp: Changing Nature of Science Conceptions

Teachers’ science camp experiences in southern Chile: Strengthening teacher identity and continuing education

Collaborative Learning to Improve Problem-Solving Skills: A Relation Affecting Through Attitude Toward Mathematics

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