September 1st, 2009 | RESEARCH
This report aimed to measure the impact of a unique professional development program entitled Project ASTER III (Active Science Teaching Encourages Reform) on teachers’ self-efficacy and perceptions about inquiry-based science teaching. Project ASTER III enabled teachers to explore inquiry-based science teaching through exhibit-based hands-on/ minds-on investigations at a science museum and to develop a science curriculum aligned with museum exhibits and state and national science education standards. Quantitative data indicated that teacher beliefs were positively and significantly impacted by the professional development program and confirmed that programs like ASTER III are effective but need to be provided on a continuous basis to reinforce these beliefs in the teachers. Finally, three themes emerged from the analysis of the qualitative data from the participant journals: (1) impact on teacher understanding of inquiry, (2) increased confidence about science teaching, and (3) benefits of collaboration.
Document
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Team Members
Emilio Duran, Author, Bowling Green State UniversityLena Ballone-Duran, Author, Bowling Green State University
Jodi Haney, Author, Bowling Green State University
Svetlana Beltyukova, Author, University of Toledo
Citation
Publication: Journal of Elementary Science Education
Volume: 21
Number: 4
Page(s): 53-70
Related URLs
Tags
Audience: Educators | Teachers | Museum | ISE Professionals
Discipline: Education and learning science | General STEM
Resource Type: Peer-reviewed article | Research Products
Environment Type: Exhibitions | Museum and Science Center Exhibits | Professional Development | Conferences | Networks | Professional Development and Workshops