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Effectiveness of Professional Development Program on a Teacher's Learning to Teach Science as Inquiry
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Akcay, Behiye – Asia-Pacific Forum on Science Learning and Teaching, 2007
This is a study of a science teacher's beliefs concerning how a professional development program affect both the teaching strategies used and the beliefs professed influence classroom instruction after participating in the Iowa Chautauqua Professional Development program. The results of the study indicate that teachers often have problems with…
Descriptors: Educational Strategies, Constructivism (Learning), Student Participation, Science Teachers