Transferring theory into practice: A model for professional development for science education reform

✍ Scribed by David L. Radford

• Publisher: John Wiley and Sons
• Year: 1998
• Tongue: English
• Weight: 50 KB
• Volume: 35
• Category: Article
• ISSN: 0022-4308
• DOI: 10.1002/(sici)1098-2736(199801)35:1<73::aid-tea5>3.0.co;2-k

✦ Synopsis

Instituting reform in science education requires teachers who are knowledgeable in science content, process, and inquiry pedagogy. Most elementary and middle-grades teachers are not teaching reform-based science and need training to be able to do so. Project LIFE, a state systemic initiatives professional development program for middle-grades life science teachers, has been successful in improving the science content knowledge, process skills, and attitudes toward teaching science of 90 teachers during the first 3 years of the project. Data collected through classroom observations, surveys, and tests given to students of project teachers and students of matched nonproject teachers revealed a significant positive impact of the project in classrooms. The essential characteristics of the project are described as a guide for individuals planning or delivering reform-based science education professional development.