Beth Shiner Klein

Guidelines for effective elementary science teacher inservice education

Historically, elementary science teacher inservice has not been an effective means of improving science teaching for most elementary teachers. This paper presents 18 guidelines for development of more effective elementary science teacher inservice programs. The guidelines have been developed and synthesized through review of numerous studies on science teacher inservice programs and the National Science Education Professional Development Standards (NRC, 1996).

Using Podcasting to Address Nature-Deficit Disorder

This chapter focuses on the issues associated with the digital native student population and their disconnection with the natural world. This chapter also includes a description of a preservice teacher project aimed at using technology to encourage student connections with nature. Additional background is presented on the issues of the digital native student, nature-deficit disorder, and barriers of preparing teachers to teach environmental education. Integration of learning experiences in outdoor settings and podcasting were used at both the elementary and secondary levels to explore one method for addressing these issues.

Application of the Guidelines for Effective Elementary Science Teacher Inservice Education

Historically, elementary science teacher inservice has not been an effective means of improving science teaching for most elementary teachers.Guidelines for Effective Elementary Science Teacher Inservice Education were developed by Klein (2001) to address this need. This paper illustrates, through a review of program evaluation documentation, how the guidelines were implemented in an elementary science teacher inservice education program.