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Changes in science classrooms after experiencing an international professional staff development program

  • Myeong-Kyeong Shin
  • Robert E. Yager
  • Phil Seok Oh
  • Mee-Kyeoung Lee
Article

Abstract

This professional development program was designed to prepare science teachers to be more student-centered and to implement newer goals for science instruction. These goals are to improve science teaching in ways that promote broader and longer-lasting learning. Secondary school science teachers in Korea are expected to follow a rigid national curriculum with large classes - often with more than 50 students. This study focuses on feedback and follow-up interaction with teacher participants who were enrolled in a month-long workshop in the U.S. before returning to Korea to implement the new ideas. Assistance was offered to help teachers develop teaching modules which were more constructivist while also assisting with assessment efforts that provided further evidence of use of the new teaching practices and their effect on student learning. Student mastery of concepts and improvement in student creativity were two aspects of the summer workshop experiences and these were evaluated to illustrate workshop effects on teacher participants in their actual classrooms.

Key Words

Chautauqua program constructivist learning model professional staff development program 

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Copyright information

© National Science Council, Taiwan 2004

Authors and Affiliations

  • Myeong-Kyeong Shin
    • 1
  • Robert E. Yager
    • 2
  • Phil Seok Oh
    • 2
  • Mee-Kyeoung Lee
    • 3
  1. 1.Institute for Science Gifted EducationCheongju National University of EducationDae-JeonSouth Korea
  2. 2.Science Education CenterUniversity of IowaUSA
  3. 3.Korean National Evaluation of Education CenterSouth Korea

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