Abstract
Today's students often have choices in the way they learn new things. When choices are given, attitudes about learning often improve. What happens when teachers are given choices? This article provides the research data of a pilot study conducted with grades three through eight science teachers regarding their preferred method of professional development. Using the Revised Science Attitude Scale, (RSAS), (Bitner, 1994, Thompson & Shrigley, 1986), the researcher determined the mode of professional development type (face-to-face vs online) resulted in no impact on teacher attitudes about teaching science inquiry. Results support a null hypothesis and provide significant information for determining mode of professional development for science educators.
Recommended Citation
Carroll, Kimberly
(2016)
"Face-to-Face or Cyberspace? The Evolution of Science Inquiry Professional Development and the Impact of Teacher Attitudes about New Curriculum,"
Teacher Education Journal of South Carolina: Vol. 9:
No.
1, Article 2.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol9/iss1/2