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Inservice science teachers' views of a professional development workshop and their learning of force and motion concepts
ARTICLE

TATE Volume 28, Number 7, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Teacher attitudes affect their instruction such that positive teacher attitudes enhance the teaching and learning process. The purpose of this study was to explore inservice science teachers' views of learning physics within the context of a professional development experience and to investigate the relationship between those views and the teachers' understanding of force and motion concepts. The conceptual understanding pretest results indicate the need for inservice science teacher professional development that focuses on conceptual understanding. The relationship between participants' views and their conceptual understanding at posttest has additional implications for the curriculum for these science teachers' professional development experiences.

Citation

Ramlo, S. (2012). Inservice science teachers' views of a professional development workshop and their learning of force and motion concepts. Teaching and Teacher Education: An International Journal of Research and Studies, 28(7), 928-935. Elsevier Ltd. Retrieved February 6, 2023 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.04.002

Keywords