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Abstract Title: Impact of Inquiry PD on In-service Teaching
Abstract: Critical thinking and reasoning ability in the learning of science and math are stressed in "A Framework for K-12 Science Education" (NRC, 2011) and the proposed NGSS, and are important in high performing countries in PISA and TIMMS studies. The School Year Based Inquiry Learning (SYBIL) professional development program for K-8 teachers increased teacher scientific content knowledge as well as inquiry-based teaching practices to develop higher order thinking and reasoning abilities in their students. Teachers were pre/post tested for gains in understanding of research-based misconceptions in content areas, while scientific reasoning tests (Lawson, 2000) were given at the beginning and end of the school year to both teachers and students (using modified versions for 2-5). In addition a Q-sort inquiry questionnaire measured classroom changes in teacher/student-centric approaches. Teachers made large gains in content, reasoning and teaching approach compared with a control group, and student reasoning gains tracked teacher reasoning.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Bruce R Patton
The Ohio State University
191 W. Woodruff Avenue
Columbus, OH 43210
Phone: 614-292-8210
Co-Author(s)
and Co-Presenter(s)
Jennifer L Esswein, The Ohio State University
Jerome Mescher, Hilliard City Schools