Teaching Aquatic Science As Inquiry Through Professional Development: Teacher Characteristics And Student Outcomes
Advanced Search
Select up to three search categories and corresponding keywords using the fields to the right. Refer to the Help section for more detailed instructions.

Search our Collections & Repository

For very narrow results

When looking for a specific result

Best used for discovery & interchangable words

Recommended to be used in conjunction with other fields

Dates

to

Document Data
Library
People
Clear All
Clear All

For additional assistance using the Custom Query please check out our Help Page

The NOAA IR serves as an archival repository of NOAA-published products including scientific findings, journal articles, guidelines, recommendations, or other information authored or co-authored by NOAA or funded partners. As a repository, the NOAA IR retains documents in their original published format to ensure public access to scientific information.
i

Teaching Aquatic Science As Inquiry Through Professional Development: Teacher Characteristics And Student Outcomes

Filetype[PDF-627.11 KB]



Details:

  • Journal Title:
    Journal of Research in Science Teaching
  • Personal Author:
  • NOAA Program & Office:
  • Sea Grant Program:
  • Description:
    We present an inquiry‐based, aquatic science professional development (PD) for upper‐elementary, middle, and high school teachers and examine changes in student outcomes in light of participating teachers’ characteristics and the grade band of the students. Our study lends support to the assertion that inquiry‐ and content‐focused PD, paired with classroom implementation, can effectively improve student learning. Our findings indicate that students improved in their nature of science (NOS) and aquatic science content knowledge and that these changes depended in some ways on the participating teachers’ characteristics and adherence to the program. The students’ improvements were amplified when their teachers adhered more closely to the PD activities during their classroom implementation. The teachers’ previous science PD experience and pre‐PD understanding of inquiry‐based teaching also explained some of the variability in student growth. In both NOS and content, students of teachers with less prior science‐PD experience benefited more. Grade band also explained variation in student outcomes through interactions with teacher‐characteristic variables. In high school, students of teachers with lower pre‐PD inquiry knowledge appeared to learn more about NOS. Our results suggest that inquiry and content training through PD may minimize disparities in teaching due to inexperience and lack of expertise. Our study also demonstrates the value of PD that teaches a flexible approach to inquiry and focuses on underrepresented, interdisciplinary content areas, like aquatic science. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1219–1245, 2017
  • Keywords:
  • Source:
    Journal of Research in Science Teaching, 54(9), 1219-1245
  • DOI:
  • ISSN:
    0022-4308;1098-2736;
  • Format:
  • Publisher:
  • Document Type:
  • Rights Information:
    Accepted Manuscript
  • Compliance:
    Library
  • Main Document Checksum:
  • Download URL:
  • File Type:

Supporting Files

  • No Additional Files
More +

You May Also Like

Checkout today's featured content at repository.library.noaa.gov

Version 3.27.1