Search results for: Posnanski Tracy J.

The current article describes and evaluates an inservice program designed to build elementary teachers’ understanding of Nature of Science (NOS) and an awareness of how NOS impacts science classroom instruction. Program participants linked positive experiences in the program to the explicit and activity-based NOS instruction provided. Yet, participation in the professional development project might not have been equally beneficial for all teachers. Implications for improvements to further develop teacher understanding of NOS are discussed.