Affiliation:
1. SUNY Empire State College, USA
2. University of Massachusetts – Amherst, USA
Abstract
Online professional development courses and programs provide science teachers with ongoing and relevant professional development opportunities that overcome time, distance, and budget pressures. To demonstrate the effectiveness of this approach, this chapter presents a case study of elementary and middle school teachers enrolled in two online courses in chemistry and science education. Based on this work, three themes emerged: the ability to incorporate inquiry-based teaching and learning in online environments, the importance of online discourse and reflection, and the role of linking theory with practice. Specifically, teacher participants reported increased experience exploring content via inquiry, felt actively engaged with their peers as they constructed their knowledge, and expected to adapt inquiry-based activities in their classrooms as a result of these online courses.
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