The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction

Through a randomized controlled trial, this mixed‐methods study evaluated changes in elementary science teachers’ understandings, confidence, and classroom implementation of problem‐based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional devel...

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Bibliographic Details
Published in:Science education (Salem, Mass.) Mass.), 2020-03, Vol.104 (2), p.326-353
Main Authors: Maeng, Jennifer L., Whitworth, Brooke A., Bell, Randy L., Sterling, Donna R.
Format: Article
Language:English
Subjects:
Classrooms
Coaching (Performance)
Education reform
Educational Change
elementary
Elementary education
Elementary School Science
Elementary School Teachers
Faculty Development
Inquiry
Microteaching
Modeling (Psychology)
Outcomes of Education
Pedagogical Content Knowledge
Problem Based Learning
Professional development
Program Implementation
RCT
reform‐based instruction
Science Instruction
Science Teachers
Scientific Principles
Self Esteem
Teacher Attitudes
Teacher Improvement
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Summary:Through a randomized controlled trial, this mixed‐methods study evaluated changes in elementary science teachers’ understandings, confidence, and classroom implementation of problem‐based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD that teachers perceived facilitated these changes. Results indicated that following the PD, treatment teacher (n = 139) understandings of and confidence for teaching inquiry, NOS, and PBL were significantly greater than control teachers (n = 98) after controlling for preunderstandings and confidence. The effect sizes were large. Treatment teachers also incorporated significantly more PBL, inquiry, and NOS into their instruction. Modeling, microteaching with feedback and reflection, and in‐classroom coaching facilitated teachers’ confidence, understanding, and intention to implement the reform‐based practices they learned. Implications for the understanding of the relationship between knowledge, confidence, and practice as well as elementary science teacher PD design are discussed.
ISSN:0036-8326
1098-237X
DOI:10.1002/sce.21562