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Evaluating the effectiveness of a laboratory-based professional development program for science educators.

Michael W Amolins1, Cathy M Ezrailson2, David A Pearce3

  • 1School of Education, The University of South Dakota, Vermillion, South Dakota; Sanford Research, Sioux Falls, South Dakota; and Harrisburg School District, Harrisburg, South Dakota.

Advances in Physiology Education
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Summary
This summary is machine-generated.

This study shows that laboratory-based professional development significantly improves science teachers' use of student-centered instruction and boosts their confidence. It highlights the need for practical application to reform science classroom methods.

Keywords:
laboratory trainingprofessional developmentreformed teachingscience education

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Area of Science:

  • Science Education
  • Teacher Professional Development
  • Physiology Education

Background:

  • Effective science educators require deep subject knowledge and constructivist professional development for student-centered learning.
  • Integrating scientific research laboratories into professional development is underexplored.
  • Existing lab training often lacks translation into classroom practice.

Purpose of the Study:

  • To evaluate a laboratory-based professional development program for secondary science teachers.
  • To assess the program's effectiveness in integrating reformed teaching principles.
  • To measure improvements in teacher academic success and classroom fulfillment.

Main Methods:

  • A laboratory-based professional development program was implemented.
  • Participants' adoption of reformed teaching methods was assessed.
  • Teacher self-efficacy, confidence, and job satisfaction were measured.

Main Results:

  • Participants showed significant improvement in student-centered and reformed instructional methods.
  • Teachers reported increased self-efficacy, confidence, and job satisfaction.
  • A reluctance to alter existing classroom protocols was observed.

Conclusions:

  • Laboratory-based professional development effectively promotes reformed teaching practices in science classrooms.
  • An experiential framework can support professional development in applied science education.
  • Bridging the gap between lab skills and classroom reform is crucial for teacher development.