About this paper

Appears in:
Pages: 8330-8333
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.2236

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

THE EFFECTS OF A COMPREHENSIVE PROFESSIONAL DEVELOPMENT PROGRAM ON PRIMARY STUDENTS' PERCEPTION OF SCIENTISTS, SCIENCE, AND SCIENCE SELF-CONCEPT

K. Shea, S. Sweetman

University of Rhode Island (UNITED STATES)
Historically, students narrow perceptions of science have deterred diverse populations from entering careers in science. A Framework for K-12 Science Education was written as a foundation for national standards in the United States with the vision that more students, and a more diverse population of students, will pursue STEM careers when they engage in quality science instruction beginning in kindergarten and continuing through grade 12. Realizing a new vision of quality science instruction calls for a systemic shift in teacher preparedness and professional development. This quasi-experimental pretest/posttest research design used a Draw-A-Scientist Test (DAST) to evaluate students’ perception of scientists, science, and science self-concept before and after the implementation of a comprehensive professional development program. The intervention included the participation of one urban and one rural school district in a research and practice partnership (RPP) with a local university, that provides teacher professional development workshops; resources and materials for science instruction; classroom coaching; and administration support for principals and superintendents. Two coders used a modified DAST rubric to analyze purposeful sample of 460 drawings from students age 5-8. Inter-rater reliability was established using Cohen’s kappa (k=.780,p<.0005). Perception of scientists were identified as traditional, sensational, or progressive. Posttest data show a significant increase in progressive perceptions of scientists including an increase in female scientists, scientists working outside of the tradition lab, and scientists engaging in scientific practices. These findings contribute to literature on professional development programs and the importance of beginning science instruction in early elementary classrooms as a factor in changing students’ perceptions of scientist, science attitudes, and science self-concept which may influence career aspirations.
@InProceedings{SHEA2017EFF,
author = {Shea, K. and Sweetman, S.},
title = {THE EFFECTS OF A COMPREHENSIVE PROFESSIONAL DEVELOPMENT PROGRAM ON PRIMARY STUDENTS' PERCEPTION OF SCIENTISTS, SCIENCE, AND SCIENCE SELF-CONCEPT},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.2236},
url = {http://dx.doi.org/10.21125/iceri.2017.2236},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {8330-8333}}
TY - CONF
AU - K. Shea AU - S. Sweetman
TI - THE EFFECTS OF A COMPREHENSIVE PROFESSIONAL DEVELOPMENT PROGRAM ON PRIMARY STUDENTS' PERCEPTION OF SCIENTISTS, SCIENCE, AND SCIENCE SELF-CONCEPT
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.2236
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 8330
EP - 8333
ER -
K. Shea, S. Sweetman (2017) THE EFFECTS OF A COMPREHENSIVE PROFESSIONAL DEVELOPMENT PROGRAM ON PRIMARY STUDENTS' PERCEPTION OF SCIENTISTS, SCIENCE, AND SCIENCE SELF-CONCEPT, ICERI2017 Proceedings, pp. 8330-8333.
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