摘要：Continued Professional Development (PD) efforts for science teachers in Iowa have occurred over the 1982 – 2004 years. Teachers have comprised over half of the staff in the PD program while also being partners with action research projects. This is a study of student recognition of key terms across 4th, 8th, and 12th grades for classes taught by a team of the teachers at five year intervals over the 1985 through 2000 academic years. Results indicate that there is no increasing success with such recognition over the grade levels sampled or any major changes over time. But, interestingly more use of the NSES and more focus on real world contexts for science study did not result in any less recognition of the science vocabulary words selected.
