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Effect of the Science Teaching Advancement through Modeling Physical Science Professional Development Workshop on Teachers' Attitudes, Beliefs and Content Knowledge and Students' Content Knowledge

Dietz, Laura Elizabeth
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404125737

Abstract Details

2014, Master of Education (MEd), Bowling Green State University, Curriculum and Teaching.
The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers’ and students’ content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.
Tracy Huziak-Clark (Advisor)
Eric Worch (Committee Member)
55 p.
Science Education
Science Education; Modeling; Professional Development; Content Knowledge

Recommended Citations

Citations

  • Dietz, L. E. (2014). Effect of the Science Teaching Advancement through Modeling Physical Science Professional Development Workshop on Teachers' Attitudes, Beliefs and Content Knowledge and Students' Content Knowledge [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404125737

    APA Style (7th edition)

  • Dietz, Laura. Effect of the Science Teaching Advancement through Modeling Physical Science Professional Development Workshop on Teachers' Attitudes, Beliefs and Content Knowledge and Students' Content Knowledge. 2014. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404125737.

    MLA Style (8th edition)

  • Dietz, Laura. "Effect of the Science Teaching Advancement through Modeling Physical Science Professional Development Workshop on Teachers' Attitudes, Beliefs and Content Knowledge and Students' Content Knowledge." Master's thesis, Bowling Green State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404125737

    Chicago Manual of Style (17th edition)

bgsu1404125737
378
© 2014, some rights reserved.Creative Commons License Effect of the Science Teaching Advancement through Modeling Physical Science Professional Development Workshop on Teachers' Attitudes, Beliefs and Content Knowledge and Students' Content Knowledge by Laura Elizabeth Dietz is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Bowling Green State University and OhioLINK.