Session S45b (Tuesday, 2pm, Wartik 106)

P523: Teachers’ self-reported changes in classroom instruction: The impact of a Master’s Degree program designed for in-service chemistry teachers

Matthew Miller (South Dakota State University, USA)

In 2008, the Department of Chemistry and Biochemistry at South Dakota State University initiated a new master’s degree program designed specifically for in-service secondary chemistry teachers.  The curriculum for the program was constructed around topics identified in the Advanced Placement (AP) curriculum as key content knowledge taught in first-year general chemistry courses at the university level.  At the end of the fall semester of 2011, six secondary teachers had completed the program.  A survey was presented to these alumni to identify outcomes from the program that directly influenced changes in their approaches to teaching.  Interviews with the alumni of the program provided more details about any pedagogical strategy modifications.  The survey and interviews also elicited suggestions for improvement of the program.  Data from these surveys and interviews will be shared, specifically focusing on the impact of discipline-specific courses in the program on teacher pedagogy changes.  Although the number of participants limits the generalizability, the data collected provides direction for future plans for this program and informs other programs with similar goals of specific activities which generate change in teacher pedagogy.


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