Okhee Lee|Juliet E. Hart|Peggy Cuevas|Craig K. Enders
Professional development in inquiry?based science for elementary teachers of diverse student groups
University of Miami|William & Mary|Williams (United States)|University of Miami|University of Nebraska–Lincoln
abstract part larger project aimed promoting science literacy culturally linguistically diverse elementary students study two objectives describe teachers initial beliefs practices inquirybased science b examine impact professional development intervention primarily instructional units teacher workshops teachers beliefs practices related inquirybased science research involved 53 third fourthgrade teachers six elementary schools large urban school district end school year teachers reported enhanced knowledge science content stronger beliefs importance science instruction diverse student groups although actual practices change significantly based results first year implementation part 3year longitudinal design implications professional development research discussed 2004 wiley periodicals inc j res sci teach 41 10211043 2004