Content area
Abstract
The current study focuses on the conceptions of selected, standards-based force and motion concepts held by in-service elementary educators from central Appalachia before and after receiving inquiry-oriented professional development instruction. The National Science Education Standards recommends that all teachers of science should understand the fundamental facts and concepts in major science disciplines. If it is expected that elementary students develop a firm grasp of force and motion concepts, it stands to reason that the elementary educators teaching the students should have previously developed an understanding of the concepts. This descriptive research study includes the analysis of data gathered from the 100 in-service elementary educators, participants in the summer 2003 Appalachian Math and Science Partnership Elementary Educator Institutes held at five sites in the central Appalachian region. Prior research on conceptual change, force and motion conceptions, and nonscientific conceptions provide the theoretical background and support for the research findings.