Qualitative and quantitative methods were used to document the three-year journey of 16 effective teachers in an elementary science, inservice project in order to gain understanding of factors which influence the development of investigative science teaching skills and commitment. The need for this study arises from the paucity of elementary teachers able to teach science in a fashion advocated by national science groups, and from the difficulty of bringing about lasting, widespread changes in science teaching. A triangulation was accomplished by examining Stages of Concern statements, teacher portfolios, and Levels of Use of the Innovation interviews.The findings underline the length of time and the intensity of involvement associated with full acceptance of investigative science teaching by this sample of teachers. There was a progression in Stages of Concern from self, to management of the science setting, to student effects, to helping other teachers.Analysis of "best selection" portfolios by trained raters, using analytic/holistic rubrics, showed that by the end of the second year the teachers were proficient in their ability to: guide students in the use of process skills to investigate concepts; conduct student assessments; design age-appropriate lessons; allow time for concept understanding; and, uncover, rather than "cover," topics. In spite of this proficiency, the teachers continued to have concerns about management and student achievement with each new unit.By the end of year two, teachers were still teaching some units exactly as presented in the workshop, but many teachers were also starting to make modifications which, for some, led to integration across disciplines. It was not until the end of the second year that 56 percent of the teachers expressed the need to share their expertise. And, it was not until the end of the third year that 43 percent of the teachers were most concerned about sharing with other teachers. Coincidentally, the Levels of Use of the Innovation interview at this time revealed that teachers were involved in a variety of strategies for helping colleagues improve their science teaching. The interviews also identified the solidification of social/professional relationships that evolved during the project. / Department of Biology
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/174727 |
| Date | January 1995 |
| Creators | Airey, Linda |
| Contributors | Johnson, Susan M. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | xi, 216 leaves ; 28 cm. |
| Source | Virtual Press |
| Coverage | n-us--- |
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