Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

Energy Project professional development: Promoting positive attitudes about science among K-12... Promoting positive attitudes about science among teachers has important implications for teachers’ classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers’ attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of their participation in a professional development course that emphasized the flexible use of energy representations to understand real world scenarios. Our work contributes to the larger effort to make the case that professional development matters for teacher learning and attitudes. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Physical Review Physics Education Research American Physical Society (APS)

Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

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Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

Abstract

Promoting positive attitudes about science among teachers has important implications for teachers’ classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers’ attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of their participation in a professional development course that emphasized the flexible use of energy representations to understand real world scenarios. Our work contributes to the larger effort to make the case that professional development matters for teacher learning and attitudes.
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Publisher
American Physical Society
Copyright
Copyright © Published by the American Physical Society
eISSN
2469-9896
D.O.I.
10.1103/PhysRevPhysEducRes.13.020102
Publisher site
See Article on Publisher Site

Abstract

Promoting positive attitudes about science among teachers has important implications for teachers’ classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers’ attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of their participation in a professional development course that emphasized the flexible use of energy representations to understand real world scenarios. Our work contributes to the larger effort to make the case that professional development matters for teacher learning and attitudes.

Journal

Physical Review Physics Education ResearchAmerican Physical Society (APS)

Published: Dec 1, 2017

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