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Direct linkGerard, Libby F.; Spitulnik, Michele; Linn, Marcia C. – Journal of Research in Science Teaching, 2010
This study investigated how professional development featuring evidence-based customization of technology-enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth-grade teachers and their classes of students (N = 787) for three consecutive…
Descriptors: Evidence, Inquiry, Science Instruction, Faculty Development
Gerard, Libby F.; Varma, Keisha; Corliss, Stephanie B.; Linn, Marcia C. – Review of Educational Research, 2011
The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional development enhances teachers' support for students' inquiry science learning is the focus of the work. A literature search using the…
Descriptors: Evidence, Constructivism (Learning), Elementary Secondary Education, Teaching Methods
