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2010 Summer Meeting

2011 AAPT Summer Meeting
July 30-August 3, 2011
Omaha, Nebraska

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Teacher-Driven Professional Development and the Pursuit of a Sophisticated Understanding of Inquiry
  Location: SS 105
  Date: Wednesday, Aug.3
  Time: 9:00 AM -9:10 AM
  Author: Michael Ross, University of Colorado - Boulder
  Co-Author(s): Samson J. Sherman , Ben J VanDusen , Valerie K Otero
  Abstract: The need for quality physics teaching in the U.S. is well established, and efforts are under way to develop innovative teacher professional development experiences to improve physics education. The physics education research reported here investigates how an innovative program has facilitated growth in physical science teachers' views of scientific inquiry. Streamline to Mastery is an NSF-funded teacher-as-learner-centered professional development program that capitalizes on teachers' knowledge and experience as they move toward mastery in their fields. Teacher participants explicitly chose to focus on their understandings of "inquiry" through the development and implementation of inquiry-oriented curricula. Preliminary findings indicate that teachers' conceptions of inquiry and the relationship of physics classroom inquiry to scientific inquiry have changed significantly as they continue to engage in a variety of experiences around the topic. These results will be discussed along with implications for physics instruction and physics teacher professional development.
  Footnotes: This research is partially funded by NSF grant #DUE 934921 and sponsored by Valerie Otero, University of Colorado, Boulder.
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