Professional development for technology-enhanced inquiry science

Libby F. Gerard, Keisha Varma, Stephanie B. Corliss, Marcia C. Linn

Research output: Contribution to journalReview articlepeer-review

77 Scopus citations

Abstract

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 keywords technology, professional development, and science identified 360 studies from the past 25 years, 43 of which included multiple data sources and reported results for teachers and/or students. Findings suggest that professional development programs that engaged teachers in a comprehensive, constructivist-oriented learning process and were sustained beyond 1 year significantly improved students' inquiry learning experiences in K-12 science classrooms. In professional development programs of 1 year or less, researchers encountered common technical and instructional obstacles related to classroom implementation that hindered success. Programs varied most considerably in terms of their support for teachers' use of evidence to distinguish effective technology-enhanced practices.

Original languageEnglish (US)
Pages (from-to)408-448
Number of pages41
JournalReview of Educational Research
Volume81
Issue number3
DOIs
StatePublished - Sep 1 2011

Keywords

  • inquiry
  • knowledge integration
  • professional development
  • science
  • technology

Fingerprint Dive into the research topics of 'Professional development for technology-enhanced inquiry science'. Together they form a unique fingerprint.

Cite this