The international literature on how to improve teaching and learning of primary science focuses in particular on support in the form of professional development (PD), improving teacher confidence, science content knowledge, pedagogical content knowledge and instructional practice (Darling-Hammond et al. 2009; Desimone 2009). Darling-Hammond et al. (2009) define “effective” professional development as that which results in improvements in teachers’ knowledge and instructional practice, as well as improved pupil learning outcomes. Common features associated with effective teacher learning have been identified from an abundance of research into professional development (e.g. Desimone 2009; Guskey 2000). Desimone identifies five main feature of effective PD: focus on content, active learning, coherence, duration and collective participation. However, she argues that the core features of professional development alone do not indicate whether professional development is effective. She proposes a comprehensive framework for evaluating the impact of professional development that consists of two principle components: (a) a set of five crucial features defining effective development (referred to above) and (b) an operational theory of how professional development can improve teacher and pupil outcomes. Desimone’s framework therefore allows for evaluating the impact of professional development on teacher change and the influence of this on pupil improvement, both of which are required to improve our understanding of how professional development works.
The aim of the continuing professional development (CPD) programme referred to in this study was to develop teachers’ PCK in teaching about NoS through inquiry while implementing the Irish primary science curriculum. In a previous paper (Murphy et al 2015) the authors reported on the (positive) impact participation in the CPD programme had on teachers’ experiences of, approaches to and attitudes towards teaching about NoS . In the current paper we go a step further and explore the impact teachers’ participation in the programme had on pupils’ learning. The final step of Desimone’s (2009) core
conceptual framework of effective PD.
Specifically in this paper we explore the impact learning about NoS through inquiry had on 500 Irish primary pupils’ understanding of and attitudes to NoS and the relevance of this to their experiences of school science. Data were gathered via questionnaires and interviews that were administered at the beginning and end of the two year CPD programme. The findings reveal that the CPD programme has facilitated the development of more sophisticated NoS conceptions amongst these primary school children. In addition these pupils displayed a greater ability to; reflect on, discuss and defend their views about science and; to consider and discuss incidences where they applied scientific skills and modelled how scientists work while engaging in school science.
The findings support Desimone’s (2009) ‘core conceptual framework’ of how teachers’ participation in effective professional development can positively impact on their pupils’ learning. They also add to what is known about delivering effective professional development and could have significant implications for science education in Ireland in terms of future CPD programmes in primary and post primary science.
References
Darling-Hammond, L., Wei, R.C., Andree, A., Richardson, N., & Orphanos, S. (2009). State of the profession: Study measures status of professional development. Journal of Staff Development,
30 (2), 42-50
•Desimone, L.M. (2009). Improving impact studies of teachers’ professional development: Toward
better conceptualizations and measures. Educational Researcher, 38(3), 181-199.
•Guskey, T. R. (2000). Evaluating Professional Development (Thousand Oaks, CA, Corwin Press).
Murphy, C. Smith, G, Varley,J. & Razi, O (2015) Changing Practice: An evaluation of the impact of a nature of science inquiry-based professional development programme on primary teachers. Cogent Education.(DOI:10.1080/2333186X.2015.1077692)