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Running Head: ASSESSING INQUIRY-BASED SCIENCE EDUCATION 1
ASSESSING THE EFFECTIVENESS OF AN INQUIRY-BASED SCIENCE
EDUCATION PROFESSIONAL DEVELOPMENT
by
Mark C. Gomez
___________________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2012
Copyright 2012 Mark C. Gomez
Object Description
| Title | Assessing the effectiveness of an inquiry-based science education professional development |
| Author | Gomez, Mark C. |
| Author email | markgome@usc.edu;makoy4031@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2012-10-22 |
| Date submitted | 2012-11-28 |
| Date approved | 2012-11-29 |
| Restricted until | 2012-11-29 |
| Date published | 2012-11-29 |
| Advisor (committee chair) | Hocevar, Dennis |
| Advisor (committee member) |
Garcia, Pedro Hasan, Angela |
| Abstract | Both inquiry-based science teaching and online learning opportunities have grown in popularity with recent pressures in the educational field. Despite such interest in both topics, there is both conflicting research and limited research in the effectiveness of inquiry-based teaching methods and online learning respectively. This study focused on the Neighborhood Academic Initiative STEM (NAI-STEM) professional development program that concentrated on inquiry science learning using an online platform. The attendees participated in both synchronous and asynchronous online sessions that facilitated their implementation of an inquiry-based curriculum to urban high school students around the University of Southern California area. The effectiveness of this professional development was assessed using Kirkpatrick’s Four Levels of Evaluation model (1996), utilizing tools such as pre- and post-surveys, teacher observations and interviews, and student pre- and post-assessment scores. Results suggest that inquiry-based teaching is effective in increasing student science academic achievement, but further studies should be conducted to test the generalizability of this professional development design. |
| Keyword | STEM education; inquiry-based science teaching; online learning; Kirkpatrick four levels of evaluation; professional development |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Gomez, Mark C. |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume6/etd-GomezMarkC-1368.pdf |
Description
| Title | Page 1 |
| Full text | Running Head: ASSESSING INQUIRY-BASED SCIENCE EDUCATION 1 ASSESSING THE EFFECTIVENESS OF AN INQUIRY-BASED SCIENCE EDUCATION PROFESSIONAL DEVELOPMENT by Mark C. Gomez ___________________________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2012 Copyright 2012 Mark C. Gomez |
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