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Increasingly administrators are concerned with inspiring and supporting faculty members in the creation of interdisciplinary
programs in response to research and funding shifts and public need. This article presents an initative undertaken at the
University of Colorado Denver, demonstrating a method for identifying and launching a set of signature interdisciplinary programs
for a diverse college environment that overcomes hesitancy and hindrances at the individual, departmental, and institutional
levels. 相似文献
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The ENVISION professional development model uses active teacher involvement in inquiry and inquiry‐based teaching to enhance teachers' understandings about inquiry‐based study of local environmental problems and teaching science using inquiry. Teachers also design and implement professional development for their school‐based colleagues about teaching environmental science through inquiry. Therefore, professional development is conducted at two levels. ENVISION staff train teachers directly (called Level I participants) and these Level I participants in turn train their school colleagues (called Level II participants). The study reported here was designed to evaluate the effectiveness of this dual‐level professional development strategy. Results based on the first two years of the program revealed that: Level I participants enhanced their understanding of inquiry and inquiry teaching, with 25 out 30 (83%) changing their classroom practice; and that 21 out of 31 (68%) of Level II participants changed their classroom practice as a result of participating in Level I peer training. Peer training that involved modeling and practicing techniques and activities was particularly effective in producing change in practice for Level II teachers. 相似文献
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Teaching and Learning About Inquiry: Insights and Challenges in Professional Development 总被引：2，自引：0，他引：2
Bryan Wee Dan Shepardson Juli Fast Jon Harbor 《Journal of Science Teacher Education》2007,18(1):63-89
The purpose of this study was to determine if teachers who participated in a professional development program continued to
learn about inquiry and inquiry teaching as they implemented inquiry in their classrooms. A qualitative design utilizing inductive
analysis was used to investigate teachers’ understanding and classroom implementation of inquiry. Findings are presented as
assertions, drawing support from four focal teachers. For each assertion, confirming and disconfirming data are presented.
Based on these data, we assert that a) there was little or no change in teachers’ individual understanding of inquiry, and
b) professional development enhanced teachers’ ability to design inquiry-based activities – however, classroom implementation
did not reflect a high level of inquiry. 相似文献
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Abstract Professional development programs should provide teachers with experiences that develop their knowledge and skills to integrate environmental field studies into their school curriculum. This article reports on a professional development model that engaged teachers in designing and conducting local environmental science research projects. An overview of the professional development model is provided and evaluation data are reported, detailing the impact of the professional development model on teachers' understandings about watersheds, water quality, and stream monitoring. 相似文献
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Enhancing Teachers' Knowledge and Use of Inquiry Through Environmental Science Education 总被引：1，自引：0，他引：1
Bell Cheryl Shepardson Daniel Harbor Jon Klagges Hope Burgess Willie Meyer Jason Leuenberger Ted 《Journal of Science Teacher Education》2003,14(1):49-71
Journal of Science Teacher Education - 相似文献
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Students' mental models of the environment 总被引：1，自引：0，他引：1
What are students' mental models of the environment? In what ways, if any, do students' mental models vary by grade level or community setting? These two questions guided the research reported in this article. The Environments Task was administered to students from 25 different teacher‐classrooms. The student responses were first inductively analyzed in order to identify students' mental models of the environment. The second phase of analysis involved the statistical testing of the identified mental models. From this analysis four mental models emerged: Model 1, the environment as a place where animals/plants live—a natural place; Model 2, the environment as a place that supports life; Model 3, the environment as a place impacted or modified by human activity; and Model 4, the environment as a place where animals, plants, and humans live. The dominant mental model was Mental Model 1. Yet, a greater frequency of urban students than suburban and rural students held Mental Model 3. The implications to environmental science education are explored. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 327–348, 2007 相似文献
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