The purpose of this study was to investigate how science teachers in the Excellence Extracurricular Science Program (EESP) describe their conceptual understandings, beliefs about constructivist teaching practices, and understanding of the nature of science. Another focus was an examination of how the science teachers change over the course of their involvement in EESP professional development program and to record what the six teachers found most useful for improving their teaching.The major findings from this study include ...
Read More
The purpose of this study was to investigate how science teachers in the Excellence Extracurricular Science Program (EESP) describe their conceptual understandings, beliefs about constructivist teaching practices, and understanding of the nature of science. Another focus was an examination of how the science teachers change over the course of their involvement in EESP professional development program and to record what the six teachers found most useful for improving their teaching.The major findings from this study include the following: 1.The science teachers demonstrated an increased awareness of their perspectives concerning constructivist teaching practices. 2.The science teachers gained in teaching ideas about the use of inquiry-based methods for teaching science to middle school gifted students, including expecting the students to think and develop their own questions. 3.The science teachers expressed a specific need to be more informed about gifted students as a part of their pre-service education.
Read Less
