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Abstract Title: Teacher-Driven Professional Development and the Pursuit of a Sophisticated Understanding of Inquiry
Abstract: The need for highly qualified physics teachers in the U.S. is well established, and reform efforts are underway to develop novel and innovative teacher professional development experiences to improve the quality of K-12 physics education. Streamline to Mastery is an NSF funded learner-centered professional development program that seeks to capitalize on teachers knowledge and experience to move newer physics teachers toward mastery in their fields. Teacher participants in this teacher-driven program choose their own goals and areas of growth. One of these areas has been the development and implementation of inquiry-oriented curriculum, as well as the adaptation of traditional lessons to a greater inquiry orientation. Preliminary findings indicate that teachers' conceptions of inquiry and the relationship of physics classroom inquiry to scientific inquiry have changed significantly as they have engaged in a variety of experiences around the topic.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Mike Ross
University of Colorado at Boulder
1907 Lotus Ct.
Longmont, CO 80504
Phone: 3037105
Co-Author(s)
and Co-Presenter(s)
Valerie Otero, University of Colorado at Boulder
Sam Sherman, University of Colorado at Boulder