Inservice teachers' implementation of the Science Writing Heuristic as a tool for professional growth

Teacher change during a professional development program for implementation of the Science Writing Heuristic approach

“…Research suggests that use of this approach results in many positive student outcomes including improved conceptual understanding of science concepts, promotion of metacognitive thought about laboratory activities, reflection about the knowledge generated, and improved understandings of the relationship between questions, claims and evidence (Hand, Wallace, & Yang, 2004;Hohenshell, Hand, & Rudd, 2002;Keys, Yang, Hand, & Hohenshell, 2001; Rudd, Greenbowe, Hand, & Legg, 2001;Wallace, Hand, & Prain, 2007). However, consistent with the research literature, studies have indicated that student achievement is affected by the extent to which the instructor effectively implements the SWH approach (Omar, Hand, & Greenbowe, 2002;Omar, 2004). As a result, a number of professional development programs have been developed to assist teachers in making changes in their practice needed in order to more effectively implement the SWH approach.…”

“…For example, the results from a study conducted where the learning goal was mastery of multiplication tables, a goal suitable to drill and practice methods, may be of little benefit for understanding what constitutes effective inquiry practice. Thus, to gain a better idea about specific pedagogic practices that are needed to implement inquiry effectively, researchers began to examine teachers as they implemented inquiry-based instruction in an effort to determine the actions that are taken to create the conditions in which students are more likely to learn using inquiry (Crawford, 2000;Keys & Bryan, 2001;Omar, 2004). Kumar (1993) , in a review of the literature on effective instructional practices, developed nine categories of instructional behaviors related to the cognitive, affective and societal aspects of science education.…”

“…Yet not all teachers have been able to successfully implement the SWH approach in their classrooms. More recent studies using larger numbers of graduate teaching assistants and inservice k-12 teachers with little experience using inquiry have suggested that student achievement is also affected by the extent to which the instructor effectively implements the SWH (Omar et al, 2002;Omar, 2004).…”

“…In an effort to begin to determine what essential characteristics distinguish teachers who implement the SWH effectively from those who do not, sixteen teachers were observed as they implemented this approach (Omar, 2004). Results from this study suggest that there were four key indicators that would determine the extent to which the SWH was effectively implemented; the degree to which the teacher: a) promotes student to student dialogue to increase the public sharing of knowledge in the class, b) focuses on the big ideas (both in planning and during instruction), c) uses effective questioning and d) creates an effective learning environment through effective classroom management.…”

“…When analyzing the teachers' pedagogical practice using the COP, and in reporting the results, particular attention was given to the four key indicators that Omar (2004), in a study of sixteen teachers as they implemented the SWH, concluded were important in distinguishing teachers who implemented the SWH approach well from those who did not.…”