A small group (initial N = 12) of high school chemistryteachers participated in a two-year series of 80-hour summer workshops designedto improve their content and pedagogical knowledge. Teachers learned to teachwith the learning cycle curriculum strategy, a research-based inquiry methodfor teaching science that has been shown to improve students' knowledge ofscientific principles and their ability to think. Our decision to use thelearning cycle as a framework for the teacher workshops was strongly influencedby Abraham's work in this area. All of the project teachers have madesignificant transformations in their choice of curriculum materials, choice ofclass activities, knowledge of inquiry pedagogy, and understanding of chemistrycontent. Qualitative and quantitative data on teachers' content and pedagogicalknowledge changes will be presented. Additionally, quantitative data describingchanges in student achievement will be discussed.

Frameworks for inquiry: Using the learning cycle to transform teachers and improve student learning

239th National Meeting (2010)

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.