Comparison of two science in-service models on teachers' acquisition of selected energy concepts and stages of concern as a function of their level of activity

Thesis/Dissertation · Wed Jan 01 04:00:00 EST 1986

OSTI ID:5261533

Zielinski, E J

This study investigated the effects of two models of science in-service education on the participants' acquisition of knowledge and stages of concern profiles. In addition, the participants' students were evaluated for knowledge acquisition. The independent variable was the model of in-service training. One in-service education model placed the participants in an active learning role while the other allowed them to be passive learners. Each model consisted of four, one-and-one-half-hour in-service education training sessions emphasizing the knowledge and skills necessary to implement a new energy science curriculum. There were three dependent variables: acquisition of knowledge, changes in stages of concern profiles, and their students' acquisition of knowledge. No significant differences were found between the active and passive experimental treatments on the teacher knowledge and student knowledge variables. The teacher passive group had a significant increase in knowledge, while the teach active group did not. Significant changes occurred within and between experimental groups on the SoC variable. The experimental treatment in which the participants were active was significantly better for addressing the concerns of teachers beginning to use a new science curriculum. Results indicated teachers may acquire knowledge while being either active or passive learners.

• Research Organization: Texas Univ., Austin (USA)
• OSTI ID: 5261533
• Country of Publication: United States
• Language: English

Related Subjects

29 ENERGY PLANNING, POLICY, AND ECONOMY
290000* -- Energy Planning & Policy
CURRICULUM GUIDES
EDUCATION
ENERGY
PERSONNEL
PROFESSIONAL PERSONNEL
TRAINING