With the increase in science literacy in secondary classrooms within the State of California, professional development regarding science literacy is of the utmost importance. Both science literacy and effective professional development are not well-studied phenomena in the academic world. This research attempted to examine the two essential questions: the frequency with which secondary science teachers receive professional development, and the factors that allow for the self-reported increased understanding and implementation of science literacy within their classrooms.
Through this mixed-methods study, it was determined that science teachers who perceive up to three phenomena—implementability, professional practice and practicality—were more likely to increase in their understanding of science literacy and implement science literacy as a result of professional development.
|Commitee:||Henriques, Laura, Straits, William|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 55/06M(E), Masters Abstracts International|
|Subjects:||Secondary education, Science education|
|Keywords:||Literacy, Phenomenology, Science literacy|
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