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Abstract Title: Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement
Abstract: 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 talk 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 that 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' chemistry achievement test score. This talk will focus on students' achievement and attitude results for teachers who are mid-way through the program provide evidence that ongoing, sustained professional development in content and pedagogy is critical for improving students' science achievement.
Abstract Type: Invited Talk
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Kathryn Scantlebury
University of Delaware