Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Raymond S. Froling
Committee Member
Charles J. Greco
Committee Member
Maryellen Maher
Keywords
academic standards for science and technology, applied dissertation, classroom applications, collaborative learning, content knowledge, distance learning, educational partnerships, hands-on activities, hands-on science, inquiry and design, middle school teachers, NASA, NASA Education Specialist, NASA Goddard Space Flight Center, NASA scientists, pedagogical needs, Pennsylvania, physical science, primary resources, problem based learning, problem solving, professional growth, scientific concepts, scientific setting, science education, staff development, teacher content knowledge, teacher professional development, videoconferencing, workshops
Abstract
This applied dissertation was designed to address the content and pedagogical needs of middle school teachers related to science based upon concerns expressed by local school district administrators. The intervention attempted to increase teacher content knowledge and pedagogy in the areas of physical science, problem solving, and inquiry and design. These content areas are directly connected to the Pennsylvania Academic Standards for Science and Technology. This was accomplished by providing teachers with information and modeling experiences through the utilization of primary resources from the NASA Goddard Space Flight Center. Teachers worked directly with NASA scientists, engineers, and technicians through onsite and distance learning activities. The activities were meant to provide teachers with “real-life” applications of content area concepts, as well as to provide a depth of understanding of the scientific concepts for all the participants.
The writer worked with a NASA Education Specialist to develop the educational activities. All of the activities were aligned with the Pennsylvania Academic Standards for Science and Technology. Programs and activities occurred over 3 days at NASA Goddard Space Flight Center and involved the participants working in a scientific setting. Three full-day workshops were held at the Northeastern Educational Intermediate Unit 19 during the school year. Participants worked with a small numbers of students to solve problem-based learning activities. NASA scientists participated through videoconferencing to aid in problem solutions.
Teachers were engaged in small group instruction, hands-on activities, collaborative learning, and distance learning to maximize the learning experience for all concerned. The results of this intervention included participants using more applications of content knowledge within the classroom. A deepening of teacher content occurred based upon interaction and presentations with NASA personnel.