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Sustaining K-12 professional development in geology: Recurrent participation in Rockcamp

Journal of Geoscience Education

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Abstract

A reconnaissance study of the geology professional development program known as RockCamp was initiated to examine the sustained, or recurrent, participation of K-12 science teachers. Open-ended interviews, concept mapping, and creative writing assignments were used to explore the perceptions of six teachers possessing an exceptional record of participation. Efficacy, fun, right time of life, and support emerged as unanimous reasons for recurrent participation. Content, friendship, and methodology were very important. College credit was not critical. These teachers' perceptions suggest their sustained involvement in the RockCamp Program is stimulated by situated learning experiences stressing a compare, contrast, connect, and construct pedagogy within a supportive learning community.

Additional Publication Details

Publication type:
Article
Publication Subtype:
Journal Article
Title:
Sustaining K-12 professional development in geology: Recurrent participation in Rockcamp
Series title:
Journal of Geoscience Education
Volume
52
Issue:
2
Year Published:
2004
Language:
English
Larger Work Type:
Article
Larger Work Subtype:
Journal Article
Larger Work Title:
Journal of Geoscience Education
First page:
161
Last page:
171
Number of Pages:
11