Abstract
Statements of outcomes for 21st century learners typically include inquiry-based learning as a major goal. In the PRISM Project, 62 elementary teachers in Montana were selected to receive professional development using inquiry science instruction in their classrooms. Participants attended workshops designed to model inquiry lessons, participated in online discussions to help them make their lessons more inquiry-based, and prepared Scoop notebooks containing three lessons demonstrating how they were implementing inquiry in their classrooms. Based on analysis of these data, participants were judged to have met the goal of the project to increase their use of inquiry in the science classroom.
DOI
10.15760/nwjte.2012.9.2.10
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
http://archives.pdx.edu/ds/psu/25313
Recommended Citation
Davison, David; Miller, Kenneth; and Scarlet, Michael
(2012)
"A Model for Professional Development in Elementary Science,"
Northwest Journal of Teacher Education: Vol. 9
:
Iss.
2
, Article 10.
DOI: https://doi.org/10.15760/nwjte.2012.9.2.10