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Site-Based Professional Development: Learning Cycle and Technology Integration.

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Bibliographic Details
Title: Site-Based Professional Development: Learning Cycle and Technology Integration.
Language: English
Authors: Gerber, Brian L., Brovey, Andrew J., Price, Catherine B.
Peer Reviewed: N
Page Count: 14
Publication Date: 2001
Document Type: Reports - Research
Descriptors: Educational Technology, Elementary Secondary Education, Inquiry, Professional Development, Science Teachers, Teacher Effectiveness, Teaching Methods
Geographic Terms: U.S.; Georgia
Abstract: According to the Nation's Report Card released by Education Secretary Richard Riley, 51% of students from Georgia scored below basic science understanding level, and 95% of African American students performed below grade level in science understanding. Valdosta State University serves in the region to improve science teachers' skills. This region contains a high proportion of minorities and students from economically disadvantaged homes. This paper describes a project that aims to assist middle school and high school science teachers to: (1) become knowledgeable and effective using an inquiry-based teaching procedure (learning cycle) that is consistent with both state and national science education reform movements; and (2) obtain the necessary experience and skills using instructional technologies to incorporate them into the inquiry-based teaching procedure. Results suggest that teachers felt positive impact from using the learning cycle and incorporating technology on students and themselves, and indicated positive self-efficacy and increased interest in teaching. (YDS)
Notes: In: Proceedings of the Annual Meeting of the Association for the Education of Teachers in Science (Costa Mesa, CA, January 18-21, 2001). For full proceedings, see ED 453 083.
Journal Code: RIESEP2003
Entry Date: 2003
Accession Number: ED472987
Database: ERIC
Description
Abstract:According to the Nation's Report Card released by Education Secretary Richard Riley, 51% of students from Georgia scored below basic science understanding level, and 95% of African American students performed below grade level in science understanding. Valdosta State University serves in the region to improve science teachers' skills. This region contains a high proportion of minorities and students from economically disadvantaged homes. This paper describes a project that aims to assist middle school and high school science teachers to: (1) become knowledgeable and effective using an inquiry-based teaching procedure (learning cycle) that is consistent with both state and national science education reform movements; and (2) obtain the necessary experience and skills using instructional technologies to incorporate them into the inquiry-based teaching procedure. Results suggest that teachers felt positive impact from using the learning cycle and incorporating technology on students and themselves, and indicated positive self-efficacy and increased interest in teaching. (YDS)