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Title

The Impact of Professional Devlopment in Informal Science Contexts on Teachers' Content Knowledge and Discourse

Creator

Holliday, Gary

Date

2011-07, 2011-07

Description

Little in the research has addressed how professional development at an Informal Science Institution (ISI) might influence teachers’ learning...
Show moreLittle in the research has addressed how professional development at an Informal Science Institution (ISI) might influence teachers’ learning of science content or how exhibits and exhibit-related instructional approaches used during such courses contribute to this learning. It has also been noted that informal science professional development programs are often underutilized (Phillips, Finkelstein, & Wever-Frerichs, 2007) and it has been suggested that this may be due to ISIs not fulfilling teachers’ science content needs. The Contextual Model of Learning (CML; Falk & Dierking, 1992, 2000) and reform documents have emphasized the unique learning environments that ISIs provide and the social aspects of that learning. As a result, individuals are able to use “each other as vehicles for reinforcing beliefs and meaning making” (Kisiel, 2003, p. 3). This study looked at two science content courses that were taught over two years by education staff of a large science and technology museum located in the Midwest. Data from six courses, with 187 participating elementary and middle school teachers, included content tests, portfolios and graduate credit assignments, daily and final evaluations of the course, as well as audio and video recordings of teachers while they were interacting with exhibits or engaged in an exhibit related activity. Results of this study found that PD educators’ use of exhibits during both courses did not fully take into account the sociocultural context of CML and did not actively incorporate opportunities for discourse into the course instruction. However, when PD staff did make explicit connections between exhibits, science content, and activities, xi participants were more likely to be involved in in-depth, content related and pedagogical conversations while engaged in the courses. At the same time, even though teachers were very satisfied with the courses and felt that PD staff was effective in their instruction, participating teachers did not increase their science content knowledge even when explicit content connections were made to exhibits. It was unclear what outcomes the PD educators expect or want for their teacher students other than relaying content in a didactic manner (which was a secondary concern), sparking an interest in science, and providing many hands-on activities to bring back to the classroom. There is a need for a standardized professional development program for ISI educators and a need for restructuring ISI professional development so that it will address elementary and middle school teachers’ need for science content. Further, developing instructional strategies for informal sites will be important since the learning potential that can be found through exhibits and exhibitions are not being fully realized.
Ph.D. in Science Education, July 2011
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