The Professional Development of High School Chemistry Coordinators

Hofstein, Avi; Carmeli, Miriam; Shore, Relly

doi:10.1023/b:jste.0000031460.64585.fd

Cited by 25 publications

(26 citation statements)

References 13 publications

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“…PBS encourages teachers to foster students’ understanding and reasoning and to diagnose students’ misconceptions (Blumenfeld, ; Tal, Krajcik, & Blumenfeld, ). Combining strong content knowledge with strong pedagogical knowledge of inquiry‐based instructional theory and strategies allows teachers to not only improve their own teaching but to motivate others to do so as well (Hofstein, Carmeli, & Shore, ; Mentzer, Czerniak, & Struble, ). Coupling content and pedagogy knowledge with the development of teacher leadership skills results in a more sophisticated approach to teaching inquiry (Schneider & Plasman, ).…”

Section: Introductionmentioning

confidence: 99%

An Examination of Teacher Understanding of Project Based Science as a Result of Participating in an Extended Professional Development Program: Implications for Implementation

Mentzer

Czerniak

Brooks

2017

School Sci & Mathematics

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Project-based science (PBS) aligns with national standards that assert children should learn science by actively engaging in the practices of science. Understanding and implementing PBS requires a shift in teaching practices away from one that covers primarily content to one that prompts children to conduct investigations. A common challenge to PBS implementation is a misunderstanding of the elements of PBS. Identification of these misunderstandings as well as implementation challenges could inform professional development. This case study examined 24 teachers' understanding and implementation of PBS during participation in a consecutive three-year, comprehensive professional development program. Results provide insight as to the process they followed in the transition to implementing PBS. Measures included classroom observations, reflective interviews, and attitudinal surveys. Results showed that teachers developed the knowledge, confidence, and understanding to implement PBS but in most cases it took at least two to three years for positive results to become evident. Teachers struggled to develop adequate driving questions that provided projectfocused lessons. Other obstacles included teacher resistance to student-directed instruction, confusing inquiry-based instruction with hands-on activities, and inability to motivate students to work in collaborative teams. While challenging, over time the teachers developed the knowledge, desire, and skills to implement PBS.

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Section: Introductionmentioning

confidence: 99%

An Examination of Teacher Understanding of Project Based Science as a Result of Participating in an Extended Professional Development Program: Implications for Implementation

Mentzer

Czerniak

Brooks

2017

School Sci & Mathematics

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“…In Israel, considerable efforts have been made to promote the professional development of science teachers in areas such as biology (Zohar, 2004a(Zohar, , 2004b, chemistry (Hofstein et. al., 2004) and physics (Yerushalmi and Eylon, 2004).…”

Section: Introductionmentioning

confidence: 99%

Reform-Based Science Teaching: Teachers’ Instructional Practices and Conceptions

Barak

Shakhman

2008

EURASIA J MATH SCI T

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This study aimed at exploring the practices and beliefs physics teachers have about introducing reform-based instruction into the physics class. Data were collected from semi-structured interviews held with 11 experienced physics teachers. The results revealed that the teachers occasionally introduced a small number of enhanced instructional strategies explicitly required by the formal curriculum into their class, such as presenting, analyzing and generalizing experimental results in different forms. However, the teachers used much fewer other strategies aimed at enhancing higher-order thinking, such as asking students to formulate their own questions or introducing them to problem-solving strategies used in class. Although physics is considered a relatively well-established subject in Israeli schools, extensive differences have been identified among teachers in issues such as using rich instructional strategies in class, their self-confidence in utilizing progressive instruction, and their beliefs about students' abilities to develop higher-order thinking. Teachers often regard reform-based instruction as an idealistic view rather than a clear schooling practice; further work is required in teachers' pre-service and in-service training to make the fostering of higher-order thinking a common ingredient in science teaching.

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“…Les causes de cette situation semblent diverses et apparaissent souvent associées à l'anxiété des enseignants en regard des contenus de sciences qui sont mal connus, ou au manque de temps dans un programme déjà fort chargé 3 (Goldston & Shroyer, 2000). Pour remédier à cette situation, certaines études précisent qu'il est insuffisant de miser uniquement sur des réformes curriculaires en éducation scientifique, puisque les enseignants joueraient un rôle central dans la façon dont les sciences sont enseignées et apprises dans les écoles (Erickson, 1991 ;Hofstein et al, 2004 ;Loucks-Horsley & Matsumoto, 1999). De plus, il apparaît important que les enseignants bénéficient d'opportunités pour se développer et transformer leurs pratiques dans des contextes imbriqués à même leur travail (SeidelHorn, 2003 ;Sparks, 1999).…”

Section: Resultsunclassified

“…Selon cette vision, l'enseignant génère du savoir en faisant de sa classe un lieu d'investigation et de construction des connaissances, pour qu'elles soient ensuite diffusées dans la communauté éducative et scientifique plus large (ibid.). Une récente étude visant à instaurer un programme intensif de développement professionnel en sciences indique que les enseignants impliqués dans le groupe ont développé un leadership pédagogique dans leurs écoles (Hofstein et al, 2004). Cette conception du savoir et du rôle des enseignants prend un sens privilégié dans une communauté d'apprentissage où les enseignants peuvent apprendre, développer leur pratique et leur leadership en sciences pour rehausser la littératie scientifique chez les élèves.…”

Section: Offrir Une Formation Continue En Sciences Et Un Libre-choix unclassified

La communauté d'apprentissage en réponse aux besoins de développement professionnel des enseignants en sciences et technologie / The learning community : a response to the needs of teachers' professional development in science education

Dionne¹

2008

didas

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The Professional Development of High School Chemistry Coordinators

Cited by 25 publications

References 13 publications

An Examination of Teacher Understanding of Project Based Science as a Result of Participating in an Extended Professional Development Program: Implications for Implementation

An Examination of Teacher Understanding of Project Based Science as a Result of Participating in an Extended Professional Development Program: Implications for Implementation

Reform-Based Science Teaching: Teachers’ Instructional Practices and Conceptions

La communauté d'apprentissage en réponse aux besoins de développement professionnel des enseignants en sciences et technologie / The learning community : a response to the needs of teachers' professional development in science education

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