From: Situated instructional coaching: a case study of faculty professional development
 |  | Scores |  | |||
---|---|---|---|---|---|---|
 | Item | Pre- | Mid- | End- | Post- | Item text |
Positive scoring viewpoint change | 9 | 2 | 3 | 3 | 3 | During a lesson, students should explore and conduct their own experiments with hands-on materials before the teacher discusses any scientific concepts with them. |
17 | 2 | 3 | 3 | 3 | Students should do most of the talking in geoscience classrooms. | |
24 | 2 | 3 | 3 | 3 | Geoscience teachers should primarily act as a resource person, working to support and enhance student investigations rather than explaining how things work. | |
32 | 2 | 2 | 3 | 3 | A good science curriculum should focus on the history and nature of science and how science affects people and societies. | |
Positive scoring agreement level change | 4a | 1 | 1 | 1 | 2 | Students are more likely to understand a scientific concept if the teacher explains the concept in a way that is clear and easy to understand. |
13 | 3 | 3 | 4 | 4 | Lessons should be designed in a way that allows students to learn new concepts through inquiry instead of through a lecture, a reading, or a demonstration. | |
28 | 3 | 3 | 3 | 4 | The science curriculum should encourage students to learn and value alternative modes of investigation or problem solving. | |
Total of selected items | 15 | 18 | 20 | 22 | Â |