CHED 238 |
| Teachers' motivations and adaptations for transferring chemistry content and activities from a professional development (PD) course to their own classrooms is the focus of this study. The purpose of the graduate education course “Matter and Energy” was to deepen K-8 in-service teachers' knowledge of chemistry and inquiry pedagogies. Reflection on applications to the classroom was an integral component of class discussions and weekly journal writing. A case study methodology provided insight into how teachers conceptualize transfer from PD to the classroom. Educational factors encouraging transfer were illuminated as well as the reasons teachers chose to make adaptations. Teacher adaptations often tried to make content more relevant to students' lives and interests. This study suggests that PD courses need to incorporate more real world contexts because teachers perceive they need knowledge of contexts in order to make content meaningful for their students. |
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Impending Issues in Chemistry Teacher Education
8:30 AM-11:55 AM, Monday, March 26, 2007 McCormick Place North -- Room N230B, Level 2, Oral
Division of Chemical Education |