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Providing Elementary and Middle School Science Teachers with Content and Pedagogical Professional Development in an Online Environment

Providing Elementary and Middle School Science Teachers with Content and Pedagogical Professional Development in an Online Environment

Mary V. Mawn, Kathleen S. Davis
Copyright: © 2015 |Pages: 21
ISBN13: 9781466673632|ISBN10: 146667363X|EISBN13: 9781466673649
DOI: 10.4018/978-1-4666-7363-2.ch032
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MLA

Mawn, Mary V., and Kathleen S. Davis. "Providing Elementary and Middle School Science Teachers with Content and Pedagogical Professional Development in an Online Environment." STEM Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2015, pp. 611-631. https://doi.org/10.4018/978-1-4666-7363-2.ch032

APA

Mawn, M. V. & Davis, K. S. (2015). Providing Elementary and Middle School Science Teachers with Content and Pedagogical Professional Development in an Online Environment. In I. Management Association (Ed.), STEM Education: Concepts, Methodologies, Tools, and Applications (pp. 611-631). IGI Global. https://doi.org/10.4018/978-1-4666-7363-2.ch032

Chicago

Mawn, Mary V., and Kathleen S. Davis. "Providing Elementary and Middle School Science Teachers with Content and Pedagogical Professional Development in an Online Environment." In STEM Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 611-631. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-7363-2.ch032

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Abstract

There is a great need to provide science teachers with on-going and relevant professional development, but access to such opportunities can be challenging due to time, distance, and budget pressures. Online courses and programs can provide alternatives to address these challenges. This chapter presents approaches, findings, and recommendations for online professional development of elementary and middle school science teachers based on a case study of an online science education course and an online chemistry course. Three themes are discussed: the ability to incorporate inquiry-based teaching and learning in online environments, the importance of online discourse and reflection, and the role of linking theory with practice. Teacher participants reported increased experience exploring content via inquiry, felt actively engaged with their peers as they constructed their knowledge, and expected to adapt inquiry-based activities in their classrooms as a result of these online courses.

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