Offering a Geoscience Professional Development Program To Promote Science Education and Provide Hands-On Experiences for K–12 Science Educators

2014 ◽  
Vol 91 (11) ◽  
pp. 1882-1886 ◽  
Author(s):  
Sayo O. Fakayode ◽  
David A. Pollard ◽  
Vincent T. Snipes ◽  
Alvin Atkinson
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Development Program ◽  
Professional Development Program ◽  
Hands On ◽  
K 12 ◽  
Science Educators

scholarly journals Evaluating the effectiveness of a laboratory-based professional development program for science educators

2015 ◽  
Vol 39 (4) ◽  
pp. 341-351 ◽  
Author(s):  
Michael W. Amolins ◽  
Cathy M. Ezrailson ◽  
David A. Pearce ◽  
Amy J. Elliott ◽  
Peter F. Vitiello
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Academic Success ◽  
Science Classroom ◽  
Rapid Development ◽  
Development Program ◽  
Subject Area ◽  
Professional Development Program ◽  
Student Centered ◽  
Science Educators

The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom.

scholarly journals Fostering Transformative Learning in an Online ESL Professional Development Program for K-12 Teachers

2016 ◽  
Author(s):  
Karin Sprow Forte ◽  
David Blouin
Keyword(s):  
Professional Development ◽  
Data Analysis ◽  
Qualitative Study ◽  
Transformative Learning ◽  
Critical Reflection ◽  
Meaning Making ◽  
Development Program ◽  
Professional Development Program ◽  
Professional Dispositions ◽  
K 12

This qualitative study examines evidence of transformative learning surrounding sociocultural issues in the K-12 classroom of in-service teachers, while participating in an online English as a Second Language (ESL) professional development program. Using inductive data analysis, precursors and catalysts to transformative learning were identified to understand the ways in which 24 purposefully sampled participants experienced learning. Areas explored included ways in which the candidates participated in critical reflection of their own perspectives, ways in which this process affected their meaning making of their experiences, potential for action in changing their practice as ESL educators, and transformative learning features present throughout their learning experiences. Findings reveal evidence of perspective shifts in this context that complement the professional dispositions identified as important for K-12 teachers: the importance of carefully choosing resource materials in professional development, and the necessity to encourage critical reflection in course activities.

scholarly journals Stimulating Understanding of Properties of Quadrilaterals Using Van Hiele’s Model: A Lesson Study

2021 ◽  
Vol 2 (1) ◽  
pp. 21-25
Author(s):  
ARIANNE BORBORAN ◽  
Mariel Africa ◽  
Mary-Ann Guilleno ◽  
Anne Jeannette C. Pamplona ◽  
Jennifer Torrefranca ◽  
...  
Keyword(s):  
Professional Development ◽  
Prior Knowledge ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Development Program ◽  
Research Topic ◽  
Professional Development Program ◽  
Continuous Integration ◽  
Hands On ◽  
Teaching And Learning Quality

This paper explores Van Hiele’s Model's use in planning the tasks to identify the properties of quadrilaterals. Lesson study, a professional development program that enables teachers to collaborate to improve teaching and learning quality, was utilized to get necessary data needed for the study. The authors aimed to see to what extent Van Hiele’s Model affects the students’ engagement and development of knowledge in the learning of the research topic. Some observations during the research lesson were as follows: 1) retention of prior knowledge on quadrilaterals was little to non-evident to the students 2) most students still use jargons in order to describe the properties of quadrilaterals and 3) most students were not able to showcase skills in measuring lengths and angles in identifying properties of the quadrilaterals. Given these observations, the following recommendations were as follows: 1) continuous integration and use of mathematical tools such as ruler and protractor in teaching different concepts and processes in Mathematics 2) identifying the level of the learners’ readiness based on the Van Hiele’s model to provide appropriate examples and activities in the context of the students 3) providing hands-on activities such as geometric construction and measuring activities that would enhance students’ capabilities in reasoning and proving. Lesson study served as a powerful tool to reflect on the researchers' processes and activities in conducting the study.

Sign in / Sign up

Export Citation Format

Share Document