Effectiveness of a curricular and professional development intervention at improving elementary teachers' science content knowledge and student achievement outcomes: Year 1 results

Brandon S. Diamond, Jaime Maerten-Rivera, Rose Elizabeth Rohrer, Okhee Lee

Research output: Contribution to journalArticle

Abstract

Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers' science content knowledge as measured by a science knowledge test, a questionnaire, and classroom observations. These three measures, along with college science courses taken, were then used to examine the effect of teachers' science content knowledge on student achievement outcomes. The intervention had a significant effect on the treatment group teachers' science knowledge test scores and questionnaire responses compared to the control group, but not on the classroom observation ratings. Teachers' scores on the science knowledge test were found to be the largest significant teacher-level predictor of student achievement outcomes regardless of participation in the intervention.

Original languageEnglish (US)
Pages (from-to)635-658
Number of pages24
JournalJournal of Research in Science Teaching
Volume51
Issue number5
DOIs
StatePublished - May 2014

Keywords

  • cross-sectional multilevel modeling
  • elementary science
  • professional development
  • science achievement
  • science content knowledge
  • teacher effect on student
  • teacher knowledge

ASJC Scopus subject areas

  • Education

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