Abstract
Professional development for in-service teachers is an issue of statewide and national concern. This study is part of a larger research project that investigates the effects of a professional development experience on high school biology teachers' content knowledge, teaching efficacy, and ability to develop and implement inquiry-based instruction, as well as student performance and interest in science. This study specifically focuses on data collected from high school students taking biology from teachers involved in the professional development. Pre-and post measures on the Attitutes Towards Science Inventory and on a survey used to characterize experiences with practices associated with inquiry were collected from the students. In addition, standardized test scores of students taught by teachers in the program were compared with those of other students. The findings indicate no significant differences between students in these groups in terms of standardized test scores. However, postitive changes were noted in terms of students attitutes and interest in science as well as experience with practices associated with inquiry. In light of findings from other data collected, evaluating professional development programs with student performance on standardized tests is shown to be limiting.
Recommended Citation
Cook, Michelle
(2014)
"Examining the Effects of Professional Development on Students’ Attitudes, Experiences with Inquiry, and Content Knowledge,"
Teacher Education Journal of South Carolina: Vol. 7:
No.
1, Article 5.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol7/iss1/5