Abstract
<p>This study examined how science teachers’ knowledge of research methods, neuroscience and drug addiction changed through their participation in a 5-day summer science institute. The data for this study evolved from a four-year NIH funded science education project called Addiction Research and Investigation for Science Educators (ARISE). Findings were based on pre- and post-test evaluation data from three annual cohorts in June 2010, 2011 and 2012. Researchers found significant improvement in teacher knowledge overall and on all subscales. Teachers with lower pre-test scores showed the greatest gain in post-test scores. What made this in-service unique was that the 5E pedagogical model was used to teach the teachers and demonstrate 5E instruction in the science classroom. Through the use of the 5E teaching method, we found that teachers in our cohorts with the least skill had higher rates of gain. A strategy that has been used extensively to teach science to children, this model moves away from didactic methods of in-service pedagogy. These findings suggest that the 5E model could be an effective way to teach teachers as well as students, particularly new and or less skilled teachers, who often tend to have high numbers of English Learner (EL) students in their classes.</p>
Highlights
Science education research since the 1980s has focused on strategies to improve science education and develop effective school-based science education programs
The findings described in this article are based on data collected under the National Institute on Drug Abuse National Institute of Drug Abuse (NIDA), and Science Education Drug Abuse Partnership Awards (SEDAPA) funded project, Addiction Research and Investigation for Science Education (ARISE)
These findings are consistent with Garet et al (2001) who found that content-focused professional development has a positive impact on teacher learning
Summary
Science education research since the 1980s has focused on strategies to improve science education and develop effective school-based science education programs. Despite these efforts, there has been a decline in science education performance, especially in low-income school districts with high numbers of English Learner (EL) and minority students. The implementation of the New Generation Science Standards (NGSS) presents unique challenges for science teachers as they are charged with fostering an inquiry-based instruction through the integration of the dimensions outlined in the Framework for K-12 Science Education [Framework] (NRC, 2012). The science and engineering practices redefine the inquiry-based science concept as these are aligned with scientific inquiry (research methodology), and in turn help students learn, understand, and do science (Lee, Quinn, & Valdes, 2013).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
