The Effect of Teacher Inservice Programs on Elementary      Students' Achievement and Attitudes in Science
{'Code': '11090000', 'Directorate': {'Abbreviation': 'EDU', 'LongName': 'Directorate for STEM Education'}, 'Division': {'Abbreviation': 'DRL', 'LongName': 'Division Of Research On Learning'}}
{'SignBlockName': 'Raymond J. Hannapel', 'PO_EMAI': None, 'PO_PHON': None}
Many espouse the need for more students to enter the scientific                 pipeline. While some claim that girls are socialized away from                  scientific and technological careers, others maintain that girls do not         have the prerequisite skills and experiences for the successful study of        science.  Research is needed to sort out the factors affecting girls'           attitudes and achievement levels in science.  Research in England               (Whyte, 1986) and the U. S. (Kahle, 1985 and 1987) suggests that the            teaching strategies which encourage girls are also effective with boys.         Other research (Resnick, 1987) indicated that activity-based science            generally leads to the development of higher order thinking skills.             Therefore, equitable science education may foster learning in science as        well as self-confidence and positive attitudes toward science.                                                                                                  Although there have been many intervention projects, each designed to           encourage more children to study science and/or math, there has been            little analysis of why a given program works or fails.  What leads to           change in teachers and in students?  How long do the new skills or              patterns last?  The purpose of this research is to sort out the factors         which may cause change and to identify what components are effective and        long-lasting.  The results will answer many practical questions for             school corporations as they propose and implement inservice education           programs in science for elementary teachers.                                                                                                                    The project is jointly supported by the Division of Teacher Preparation         and Enhancement and by the Division of Materials Development, Research          and Informal Science Education.
{'FirstName': 'Jane', 'LastName': 'Kahle', 'PI_MID_INIT': 'B', 'PI_SUFX_NAME': None, 'PI_FULL_NAME': 'Jane B Kahle', 'EmailAddress': 'kahlejb@muohio.edu', 'NSF_ID': '000290326', 'StartDate': '09/01/1989', 'EndDate': None, 'RoleCode': 'Principal Investigator'}
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