Elementary teachers in a science inquiry study group: Concerns, uses, and reflections
Abstract
Professional development is evolving into an ongoing learning process of self-disclosure, reflection, and growth that produces the best results when it is job-embedded over a period of time (Diaz-Maggioli, 2003). One promising approach to use is that of study groups (National Science Education Standards, 2006). A study group is a series of weekly sessions in which a small group of teachers meet voluntarily for a period of time, to discuss educational issues (Farstrup, 2002). Utilizing study groups is particularly helpful in the area of science inquiry (National Science Education Standards, 2006). In concert with the use of study groups for inquiry teaching, using teacher concerns, levels of use and the reflective process are promising variables within teacher professional development activities. This study examined the effects of elementary teachers' participating in a science inquiry study group. Data were collected at the onset and the completion of the twelve sessions (30 hours) using the Stages of Concerns Questionnaire, Levels of Use interviews, and teacher reflection journals. Findings indicated participants changed their concerns about science inquiry in some stages within the phases of self, task, and impact, increased their level of use in science inquiry, and generated surface knowledge on the third level (multi-structural).
Subject Area
Elementary education|Teacher education|Science education
Recommended Citation
Hundzynski, Christina, "Elementary teachers in a science inquiry study group: Concerns, uses, and reflections" (2008). ETD Collection for Fordham University. AAI3323265.
https://research.library.fordham.edu/dissertations/AAI3323265
