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theses

The Next Generation Science Standards (NGSS) were designed to revolutionize science teaching and learning. Because of the dramatic shift from learning through memorization to engaging in science as a practice, with the adoption of NGSS teachers will have to change approaches (NRC, 2012). At the same time that NGSS curricula are implemented in classrooms, the use of technology is more prevalent in schools (Dawson et al., 2015; Pringle et al., 2015). However, there is a discrepancy between the NGSS inquiry-based approach to technology and the way technology is being used in classrooms. Very little has changed toward technology and inquiry-based science teaching (Duschl, 2014; McLaughlin et al., 2014). PD has been shown to be an effective component of adopting new standards, and using technology (Campbell et al., 2012).

This study was a six-week hybrid PD on technology-enhanced inquiry-based science teaching with five 5th and 6th grade teachers. Using mixed methods, the study evaluated impact on teachers’ beliefs and practices. Data was gathered using teacher surveys, student surveys, video recorded lessons, weekly learning journals, lesson plans, and a focus group. After data analysis, teachers were grouped into orientation profiles based upon incurred changes. The PD was effective at changing two first-year teachers’ beliefs, but not practice. Two more experienced teachers had changes in beliefs and practice. One advanced teacher did not experience much change. Effective elements of the PD included convenient access and positive group dynamics. Implications from the study reveal that first year teachers need more support, elementary curriculum needs to be reevaluated, and advanced teachers need more rigor.

ETD_10401

Ed.D.

Includes bibliographical references

doi:10.7282/t3-5wvc-nf84

ETD doctoral

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