The Impact of an Inquiry-based Physical Science Distance Learning Course on Teachers’ and Students’ Understanding of Temperature and Heat

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Krall, R.M., Cunningham, J., Bradley, K., Straley, J., Shafer, S., Rayens, W. & Osborn, J. (2008). The Impact of an Inquiry-based Physical Science Distance Learning Course on Teachers’ and Students’ Understanding of Temperature and Heat. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 4715-4720). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28010.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Rebecca McNall Krall, Jessica Cunningham, Kelly Bradley, Joe Straley, University of Kentucky, United States; Sally Shafer, Univeristy of Kentucky, United States; William Rayens, Jeffrey Osborn, University of Kentucky, United States

Abstract

This paper presents the findings from a distance learning inquiry-based temperature and heat course for middle school teachers working in the central Appalachian region. Thirty seven teachers completed the temperature and heat course during the summer of 2006. A 26-item multiple choice and short answer instrument with common alternative science conceptions embedded in distractor options was developed for the course and administered to teachers at the beginning and end of the course. In addition, a similar 39-item student instrument was administered to teachers' classes the following school year. Data was collected prior to instruction, immediately following instruction and at the end of the year. Study findings indicated a positive significant difference in treatment teachers' and their students' posttest results. Findings suggest this method of professional development does have a positive impact on teacher content knowledge and student achievement in science.

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