{"title":"Assessing Professional Development on Experimentation as a Method of Inquiry-Based Science Teaching Framework and Principal Results","authors":"Markus Emden, Arne Bewersdorff, Armin Baur","doi":"10.1002/sce.21943","DOIUrl":null,"url":null,"abstract":"<div>\n \n <p>The article introduces a design-and-effects-framework comprising five key features of effective professional development: (1) extended Duration, (2) Content Focus of input, (3) Coherence of input with practice, (4) Collegial Participation, and (5) Active Learning. The framework's general feasibility is investigated in a proof-of-concept study. Additionally, the influence of a single key feature is addressed in a quasi-experimental effectiveness study. Object of study is a professional development programme on experimentation as a method of inquiry-based science teaching. Change variables to indicate effectiveness are (a) teachers' PCK, (b) their beliefs, and (c) their classroom practice. Two experimental conditions in the professional development programme differed in addressing Active Learning: one set of teachers used peer coaching, the other set of teachers was mentor-coached. All teachers (<i>N</i> = 36) visited three school-internal workshops; they were visited twice in their lessons and coached on their classroom practice regarding experimentation. All teachers completed performance tests and questionnaires; a subset of teachers was videotaped in two lessons containing an experiment. Analyses show that teachers benefitted in both formats regarding content knowledge, while pedagogical content knowledge on experimentation remains constant. Teachers' beliefs on experimentation as a method of inquiry-based science teaching improved without favouring either of the conditions. Regarding classroom practice changes surface concerning opening experimentation as well as allocation of time on phases of experimentation. Overall, classroom practice appears to be robust towards change. While peer coaching teachers develop somewhat more advantageous, the gain appears disproportionate to the added administerial effort of actualising this format.</p>\n </div>","PeriodicalId":771,"journal":{"name":"Science & Education","volume":"109 5","pages":"1257-1286"},"PeriodicalIF":3.4000,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/sce.21943","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The article introduces a design-and-effects-framework comprising five key features of effective professional development: (1) extended Duration, (2) Content Focus of input, (3) Coherence of input with practice, (4) Collegial Participation, and (5) Active Learning. The framework's general feasibility is investigated in a proof-of-concept study. Additionally, the influence of a single key feature is addressed in a quasi-experimental effectiveness study. Object of study is a professional development programme on experimentation as a method of inquiry-based science teaching. Change variables to indicate effectiveness are (a) teachers' PCK, (b) their beliefs, and (c) their classroom practice. Two experimental conditions in the professional development programme differed in addressing Active Learning: one set of teachers used peer coaching, the other set of teachers was mentor-coached. All teachers (N = 36) visited three school-internal workshops; they were visited twice in their lessons and coached on their classroom practice regarding experimentation. All teachers completed performance tests and questionnaires; a subset of teachers was videotaped in two lessons containing an experiment. Analyses show that teachers benefitted in both formats regarding content knowledge, while pedagogical content knowledge on experimentation remains constant. Teachers' beliefs on experimentation as a method of inquiry-based science teaching improved without favouring either of the conditions. Regarding classroom practice changes surface concerning opening experimentation as well as allocation of time on phases of experimentation. Overall, classroom practice appears to be robust towards change. While peer coaching teachers develop somewhat more advantageous, the gain appears disproportionate to the added administerial effort of actualising this format.
期刊介绍：
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
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