Examining the Impact of a Professional Development Program on Elementary Teachers’ Views of Nature of Science and Nature of Scientific Inquiry, and Science Teaching Efficacy Beliefs
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Date
2013
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Electronic Journal of Science Education
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Abstract
We examined to what extent elementary teachers’ nature of science (NOS) and nature of scientific inquiry (NOSI) views, and science teaching efficacy beliefs change after a five-day professional development program designed to teach NOS and NOSI integrated with language arts. We found that elementary teachers improved their NOS and NOSI views, and one dimension of their science teaching efficacy beliefs at the end of the professional development program. Results of this study suggest that carefully designed professional development programs that provide NOS and NOSI instruction integrated with language arts may help elementary teachers improve their science teaching efficacy beliefs as well as their NOS and NOSI views.
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Publisher's, offprint version
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nature of science, nature of scientific inquiry, science teaching efficacy, elementary science
Citation
Deniz, H. & Akerson, V. L. (2013). Examining the impact of a professional development program on elementary teachers’ views of nature of science and nature of scientific inquiry, and science teaching efficacy beliefs. Electronic Journal of Science Education, 17 (3), 1-19.
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