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Abstract
Five standards-based science institutes (SI) were conducted between 2005 and 2016 to support improved content knowledge, pedagogy, and pedagogical content knowledge of in-service middle and high school science teachers in the area of biology. The SI were conducted for 90 hours during the summer and academic year. Content covered was related to state science standards taught in the participants' classrooms. Instruction was based on the 5E learning cycle model and emphasized the use of inquiry so that participants experienced the teaching methods specified by the science teaching standards. Pre- and post-test analysis demonstrated significant content gains using this teaching model. Teacher surveys and reflections confirmed that the program had a positive influence on implementation of classroom teaching methods and student learning. Analysis of lesson plans and classroom observations indicated that teachers were able to redesign lesson plans and teaching practices to meet state standards for incorporating inquiry into classroom teaching.
Keywords: biology, middle school, professional development, standards-based, inquiry
Achieving scientific literacy for all students requires alignment of content standards with curriculum, assessment, pre-service preparation, and professional development (PD) (NGSS Lead States, 2013). Implementation of standards-based teaching requires in-service PD that is based on content knowledge, how science is learned, and best practices of teaching science (NRC, 2001) because teachers who do not have an adequate understanding of STEM content tend to avoid teaching that content or teach it superficially (NRC, 2007). Teachers must also be comfortable with their method of pedagogy to be effective teachers. Student achievement in science is higher when their teachers use reform methods such as collaborative learning groups and group inquiry (MacKinnon, Fowles, Gonzalez, McCormick, &Thomann, 2006; Schroeder, Scott, Tolson, Haung & Lee, 2007), because it enhances students' science process skills, habits of mind, problemsolving skills, understanding of the nature of science, and engages students in the process of scientific discovery (Hofstein & Lunetta, 2004; Nadelson, Seifert, Moll, & Coates, 2012). Supporting the acquisition of the combined knowledge of content and pedagogy, or pedagogical content knowledge (PCK) (Shulman, 1986), is a necessity for improving teaching and student learning. This is because PCK enables a teacher to predict difficulties that may be faced by students and thus prepare themselves with methods and explanations, including useful analogies, representations, and symbols in...