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Transferring theory into practice: A model for professional development for science education reform
Author(s) -
Radford David L.
Publication year - 1998
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/(sici)1098-2736(199801)35:1<73::aid-tea5>3.0.co;2-k
Subject(s) - professional development , science education , mathematics education , pedagogy , national science education standards , psychology , process (computing) , faculty development , teacher education , higher education , political science , comparative education , computer science , operating system , law
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. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 73‐88, 1998.