Changes in Science Content Knowledge and Attitudes toward Science Teaching of Educators Attending a Zoo-based Neuroscience Professional Development

Abstract

Informal learning environments often host teachers for learning opportunities, but little is known about the impact of these experiences on teacher professional development (PD). This article describes a unique collaborative PD experience between zoological park personnel and university faculty, examining the impact on teacher content knowledge, attitudes, and classroom lessons. Our findings suggest that the PD improved science content, but made no impact on already high attitudes toward science. In light of the high level of self-reported satisfaction and high frequency of teacher lesson plan use, we propose that the PD had other positive outcomes such as pedagogical knowledge and authentic learning experiences.

Workshop Effectiveness on Content Knowledge of Behavioral Observation Techniques in an Applied Animal Behavior Context

“…In summary, the week-long workshop was considered a good refresher for many attendees who had used these comparative techniques previously (Fernandez & Timberlake, 2008). The workshop was also successful in providing knowledge of new techniques for attendees who were not previously familiar with these data collection options, much like previous studies (Pecore et al, 2013;Womble et al, 2013). Lastly, many individuals indicated that the opening presentation was helpful, the hands-on practice was a good experience, and the closing summary was helpful but overwhelming for some respondents.…”

“…Although improvements were observed, workshop facilitators expected greater increases than what actually occurred, which may have been due to the complexity of content. Feedback from the teachers indicated that they did apply the lesson plans and knowledge acquired from the one-week workshop in their classes following the workshop (Pecore et al, 2013).…”

Preservice early childhood teachers’ science conceptual changes with STEM-based science activities

“…In another study, Santau, Maerten-Rivera, Bovis, and Orend (2014) emphasized that science concepts can be developed in preservice teachers using the 5E Teaching Model in science education. In addition, Pecore, Kirchgessner and Carruth (2013) conducted zoo-based science training with preservice teachers during the science education course and found that preservice science teachers' knowledge of science concepts developed, but no positive attitude towards science was formed. Similarly, in this study, it was found that STEM-based science education preparation and application processes carried out by preservice teachers create conceptual changes towards science concepts.…”

Investigation of Science Teachers’ Professional Development Needs for Learning in Science Centers

“…Sonuç olarak öğretmenlerin bilim merkezlerinden nasıl yararlanabilecekleri konusunda yeterince bilinçli olmadıkları (Cox-Petersen vd., 2003;Cox-Petersen ve Pfaffinger, 1998;Griffin ve Symington, 1997;Kisiel, 2003;Ramey-Gassert vd., 1994;Tal, Bamberger ve Morag, 2005) söylenebilir. Bu sebepledir ki; son zamanlarda uluslararası çalışmalarda, öğretmenlere yönelik bilim merkezi ortamlarını okuldaki öğretimle bütünleştirecek aktivite ve sınıf içi uygulamalarına yer veren, alan bilgisi ve pedagojik alan bilgisi gibi çeşitli temel elemanları kapsayan mesleki gelişim programlarına ve modellerine ihtiyaç olduğuna dikkat çekilmektedir (Pecore, Kirchgessner ve Carruth, 2013). Bununla birlikte, bu programların öğretmenler üzerine etkisi ya da öğretmenler için hangi okul-dışı öğrenme ortamının başarılı olduğu ile ilgili yayımlanan çalışma sayısının sınırlı olduğu görülmektedir (Melber ve Cox-Petersen, 2005).…”