A Study of the Effectiveness of the Iowa Chautauqua Staff Development Model for Reform of Science Teaching in Korea
The effectiveness of implementing the Iowa Chautauqua model for professional development of Korean science teachers was investigated. Student learning was considered the best indicator of its effectiveness, including student mastery of concepts, better use of process skills, demonstrated creativity, and positive perceptions concerning a constructivist learning environment.
Major findings include:
1. The constructivist learning model practiced by teachers who participated in the ICP for Korean teachers resulted in significant growth in student learning in terms of creativity skills, mastery of process skills, and mastery of science concepts.
2. Student taught by teachers who participated in ICP perceived their learning environments as more constructivist ones, when they were taught using constructivist teaching modules.
3. Korean teachers who participated in ICP were observed to use constructivist teaching practices at the competent level using the ESTEEM rubric.
4. Students and teachers perceived learning environments in the same way prior to dealing with constructivist teaching modules.
5.Korean teachers who participated in the ICP were able to improve concept mastery, process skills, and creativity skills in their students more than those who participated in a Chautauqua program adapted for use in Korea.
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Myeong-Kyeong Shin
Advised by: Dr. Robert E. Yager
Year:May 2000