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written by Kathryn Scantlebury
Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.
Physics Education Research Conference 2008
Part of the PER Conference Invited Paper series
Edmonton, Canada: July 23-24, 2008
Volume 1064, Pages 46-49
Subjects ADS Supplements Resource Types
Education - Applied Research
- Active Learning
= Inquiry Learning
- Professional Development
Education - Basic Research
- Achievement
- Societal Issues
= Gender Issues
General Physics
- Physics Education Research
Other Sciences
- Chemistry
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1063/1.3021270
Access Rights:
Free access and
Available for purchase
Restriction:
© 2008 American Institute of Physics
A hard copy of the PERC 2008 proceedings is available for purchase from the AIP.
DOI:
DOI:10.1063/1.3021270
PACS:
01.40.Fk 01.40.G- 01.40.gb 01.50.F- 01.40.J-
Keywords:
PERC 2008, Physics Education Research, chemistry education, educational courses, educational technology, gender differences, learning (artificial intelligence), professional development, research and development management, student experiments
Record Cloner:
Metadata instance created April 24, 2009 by Jenny Rempel
Record Updated:
July 16, 2013 by Lyle Barbato
Last Update
when Cataloged:
October 20, 2008
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
K. Scantlebury, presented at the Physics Education Research Conference 2008, Edmonton, Canada, 2008, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=8836&DocID=1167).
AJP/PRST-PER
K. Scantlebury, Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement presented at the Physics Education Research Conference 2008, Edmonton, Canada, 2008, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=8836&DocID=1167>.
APA Format
Scantlebury, K. (2008, July 23-24). Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement. Paper presented at Physics Education Research Conference 2008, Edmonton, Canada. Retrieved July 25, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=8836&DocID=1167
Chicago Format
Scantlebury, Kathryn. "Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement." Paper presented at the Physics Education Research Conference 2008, Edmonton, Canada, July 23-24, 2008. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=8836&DocID=1167 (accessed 25 July 2014).
MLA Format
Scantlebury, Kathryn. "Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement." Physics Education Research Conference 2008. Edmonton, Canada: 2008. 46-49 Vol. 1064 of PER Conference Invited Paper. 25 July 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=8836&DocID=1167>.
BibTeX Export Format
@inproceedings{ Author = "Kathryn Scantlebury", Title = {Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement}, BookTitle = {Physics Education Research Conference 2008}, Pages = {46-49}, Address = {Edmonton, Canada}, Series = {PER Conference Invited Paper}, Volume = {1064}, Month = {July 23-24}, Year = {2008} }
Refer Export Format

%A Kathryn Scantlebury
%T Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement
%S PER Conference Invited Paper
%V 1064
%D July 23-24 2008
%P 46-49
%C Edmonton, Canada
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=8836&DocID=1167
%O Physics Education Research Conference 2008
%O July 23-24
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Scantlebury, Kathryn
%D July 23-24 2008
%T Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement
%B Physics Education Research Conference 2008
%C Edmonton, Canada
%V 1064
%P 46-49
%S PER Conference Invited Paper
%8 July 23-24
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=8836&DocID=1167


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

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