Improving Science Teaching for All Students

Abstract

An inservice program designed to enhance the knowledge and skills of elementary school teachers with respect to science content, effective teaching strategies, and gender equity was implemented as a semester‐long course. During the course, teachers explored new science content in chemistry and physics and then collaboratively developed lesson plans from it based on hands‐on, discovery‐centered learning, enmeshed in strategies that could maximize female student interest and participation in science. Teachers tried out their lessons between course sessions in their own classrooms and then collaboratively reflected on their progress and problems in subsequent sessions. Program results were positive for both teachers and students. Teachers reported significant increases in both their level of knowledge of and their confidence in teaching chemistry and physics concepts, as well as in their knowledge of strategies for addressing gender inequities. Project students' attitudes, particularly those of the girls, improved for some dimensions, remained stable for others, and declined for one; the girls also increased their level of active participation in science activities. Overall, the project seems to have had a positive impact on science teaching content and pedagogy, and on student (especially girls') interest and active participation in science.