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Effectiveness of Virtual TPD for Hands-on Training

  • Year 2022
  • NSF Noyce Award # 1758292
  • First Name Michael
  • Last Name Wyss
  • Discipline Biological Sciences, Chemistry, Engineering, Geosciences
  • Co-PI(s)

    Katie Busch

  • Presenters

    Michael Wyss, University of Alabama

Need

Due to COVID-19, we developed a virtual hands-on training program modeled after our in-person offerings in the past, and we tested the efficacy of remote vs. in-person hands-on STEM teacher professional development for grades 4-8 teachers. Prior week-long workshops were in-person, and the teachers reported that they had greatly improved their self-efficacy and excitement about teaching hands-on science, leading to their incorporation of science across the curriculum. In 2020 we transition to a fully online professional development program with hands-on kits sent to participating teachers.

Goals

Is virtual TPD effective for hands-on teacher training?

Approach

Due to COVID-19, we developed a virtual hands-on training program modeled after our in-person offerings in the past, and we tested the efficacy of remote vs. in-person hands-on STEM teacher professional development for grades 4-8 teachers.

Outcomes

These virtual programs received very favorable feedback. >90% of participants agreed or strongly agreed on workshop’s effectiveness. Pre-workshop, 25% of participants rated their skills in facilitating inquiry-based science as very good to excellent, but after the workshop 95% rated themselves as very good to excellent in these skills. Comparison of the virtual vs. in-person versions showed no significant differences in satisfaction or learning outcomes. Currently, we are offering this professional development workshop as both virtual and in-person to test the potential benefits and challenges.

Broader Impacts

use of virtual training could greatly enhance teacher retention in early years of their career.

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This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE-2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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