caa a22 4500 44531978X CHVBK 20180317142700.0 cr unu---uuuuu 170323e20111001xx s 000 0 eng 10.1007/s10972-011-9249-9 doi (NATIONALLICENCE)springer-10.1007/s10972-011-9249-9 Teachers' Willingness to Adopt Nature of Science Activities Following a Physical Science Professional Development [Elektronische Daten] [Lisa Donnelly, Sean Argyle] The major science education reform documents emphasize the need for K-12 students to have a robust understanding of nature of science (NOS), and inservice teachers consequently need to develop their NOS teaching repertoires. This study investigated the extent to which science teachers were willing to adopt new strategies and activities for teaching NOS in their classrooms. The participants were 36 elementary, middle, and high school teachers who were completing a year-long physical science professional development (PD) that included NOS instruction. Data sources consisted of surveys (teachers' NOS views, teaching practices), collected work, and responses to post-PD follow-up questions. The professional development course was successful in that teachers incorporated many of these strategies and activities into their own practice. This study also endeavored to identify factors that facilitated the adoption of these new approaches to teaching NOS. While personal characteristics such as pre- or post-PD NOS understandings, NOS gains, and grade level taught were not related to the number of NOS activities incorporated, teachers from suburban and rural schools were significantly more likely to implement NOS activities. The Association for Science Teacher Education, USA, 2011 Professional development nationallicence Nature of science nationallicence Middle school science teachers nationallicence Donnelly Lisa Teaching, Learning, and Curriculum Studies, Kent State University, 404 White Hall, 44266, Kent, OH, USA aut Argyle Sean Teaching, Learning, and Curriculum Studies, Kent State University, 404 White Hall, 44266, Kent, OH, USA aut Journal of Science Teacher Education Springer Netherlands 22/6(2011-10-01), 475-490 1046-560X 22:6<475 2011 22 10972 https://doi.org/10.1007/s10972-011-9249-9 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10972-011-9249-9 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Donnelly Lisa Teaching, Learning, and Curriculum Studies, Kent State University, 404 White Hall, 44266, Kent, OH, USA aut NATIONALLICENCE 700 1- Argyle Sean Teaching, Learning, and Curriculum Studies, Kent State University, 404 White Hall, 44266, Kent, OH, USA aut NATIONALLICENCE 773 0- Journal of Science Teacher Education Springer Netherlands 22/6(2011-10-01), 475-490 1046-560X 22:6<475 2011 22 10972 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer