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Title: Exploring the domain of consequence: Examining changes in students’ scientific reasoning and affect
This paper examined changes in students' biological reasoning, scientific sensemaking, valuing of science, and fascination in science over the course of a school year after their teacher participated in one of the two professional development programs. One professional development (PD) group emphasized teacher collaboration in revising materials for their classroom, while the other emphasized revision of materials without collaboration among teachers. Results from repeated measures ANOVA showed improvements in students' biological reasoning from the beginning to end of the school year when in classrooms led by teachers who participated in the collaboration-focused PD. Students' scientific sensemaking, valuing of science, or science fascination remained stable across the school year across both PD groups.  more » « less
Award ID(s):
1720587
PAR ID:
10422111
Author(s) / Creator(s):
; ; ; ; ;
Date Published:
Journal Name:
National Association for Research in Science Teaching Annual Meeting 2023
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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