Supporting the Implementation of Inquiry-based Elementary Science Programs: Setting the Stage for Local Reform

Abstract

The primary goal of this report is to describe the context and support structures involved in the implementation of a National Science Foundation funded professional development program designed to train elementary teachers to use exemplary science curriculum materials. To conduct the program evaluation, a variety of data sources were used including teacher and principal questionnaires, academic year classroom observations, summer institute observations, teacher interviews, project team and Project Director interviews, student interviews, support teacher interviews, and teacher belief instruments. The following essential components were identified for the successful implementation of the systemic reform efforts:

1) purposeful interactions among all important stakeholders in the project;
2) peer mentoring by teacher leaders;
3) purposeful experiences with the science curriculum materials;
4) interdisciplinary connections to other key subjects such as reading and mathematics;
5) adoption of quality science curriculum materials;
6) professional development experiences that promote the nature of science;
7) professional development on science content related to the curriculum materials; and
8) experiences that lead to positive teacher beliefs.