Abstract
Calls for reform in science education stress the need for inquiry-based, integrative methods that provide students with opportunities to solve authentic problems. Project INSITE, a four-year professional development effort in Indiana, was designed to help teachers integrate problem-centered science methods in their classrooms. This approach was characterized by use of a meaningful driving question anchored in a real-world context; student-conducted investigations that resulted in the creation of products; collaboration among students, teachers, and the community; and use of technology as a tool for gathering and sharing information. Quantitative and qualitative evaluations of the project suggest that it was generally successful in promoting positive teacher perceptions, fostering learner-centered classroom approaches, and leading to implementation of inquiry-based science in many classrooms.
Recommended Citation
Lehman, J. D.
,
George, M.
,
Buchanan, P.
,
&
Rush, M.
(2006). Preparing Teachers to Use Problem-centered, Inquiry-based Science: Lessons from a Four-Year Professional Development Project. Interdisciplinary Journal of Problem-Based Learning, 1(1).
Available at: https://doi.org/10.7771/1541-5015.1007
