出版社：Australian Institutes for Educational Research
摘要：The aim of this study is to evaluate a continuing professional development (CPD)program designed to improve teachers’ professional competences about the nature ofscience (NOS) by using a new evaluation perspective. The researchers followed a yearlong CPD about NOS with the voluntary attendance of 18 middle school scienceteachers and their students. In a collaborative and reflective environment, teachers wereintroduced to various NOS aspects and ways to use explicit instruction and formativeassessment in their NOS teaching. In addition, teachers received teaching activities andmaterials to be implemented in their classrooms for one year. The data were collectedand evaluated based on the “five level (learning, beliefs, transfer, results, and reaction)evaluation model”. The findings demonstrate that the CPD program about NOSeffectively improved teachers’ views about NOS, beliefs about teaching and learning theNOS, classroom practices about NOS and also their students’ views about NOS. Thisstudy is the first to use formative assessment and discourse analysis in a professionaldevelopment program for in-service teacher education, and also first to evaluate teachers’views, beliefs, practices and their students’ views about NOS all together. The findingsare thought to motivate researchers to consider multiple level evaluations of futureprofessional development programs.
