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Mixed methods evaluate impact via teacher and pupil questionnaires/interviews and pre/post assessments, showing significant gains in teacher science knowledge and key science concept understanding.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/pd-model-for-primary-science-teachers-research-and-development-project/240500/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/pd-model-for-primary-science-teachers-research-and-development-project/240500.png","ImageObject",442,249,{"name":42,"@type":43},"Chumphorn","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-18","2026-09-11",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What are the two main areas targeted to improve science teaching?","Question",{"text":63,"@type":64},"The model focuses on improving teachers’ subject and pedagogical knowledge, and providing support in the form of professional development (PD).","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is PD delivered to participating primary teachers?",{"text":68,"@type":64},"Delivery includes 5–6 workshops per year, ongoing support from a project facilitator, a Moodle Virtual Learning Environment, and school visits by the facilitator when requested.",{"name":70,"@type":61,"acceptedAnswer":71},"What methods are used to evaluate the project’s impact?",{"text":72,"@type":64},"Evaluation uses mixed methods, including teacher and pupil questionnaires (pre/post), teacher interviews (post), pupil interviews (pre/post), and pre/post assessment of teachers’ understanding of key science concepts.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},240500,1791745584,{"code":4,"msg":82,"data":83},"success",[84,88,93,98,103,108,113,118,123],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":86,"slug":87},11,90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},15,"Posters",60,"posters",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},16,"Social Media",50,"social-media",{"id":109,"doc_module":22,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},17,"Forms",40,"forms",{"id":114,"doc_module":22,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},18,"Letters",30,"letters",{"id":119,"doc_module":22,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},21,"Paper Templates",5,"papers-templates",{"id":124,"doc_module":22,"doc_module_name":25,"category_name":125,"show_sort_weight":4,"slug":126},158,"General","general-158",{"code":4,"msg":82,"data":128},{"doc_id":79,"user_id":129,"nickname":42,"user_avatar":130,"doc_module":22,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":99,"language":136,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":12,"update_tm":140,"read_time":121},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","Concerns regarding primary science  \n􀁠 Teachers’ confidence, competence and attitudes towards teaching science is a world-wide concern;  \n􀁠 Improving teaching of science focuses in particular on two areas:  \n◦ (a) improving teacher subject and pedagogical knowledge  \n◦ (b) support, in the form of PD  \n􀁠 2 year research and development project between the College and fifteen rural primary schools (2/3 teacher);  \n􀁠 3 clusters with 5 schools in each;  \n􀁠 5/6 workshops per year for participating teachers;  \n􀁠 Ongoing support from project facilitator for participants;  \n􀁠 Virtual Learning Environment (Moodle);  \n􀁠 School visits by facilitator (when requested)  \n􀁠 Develop an innovative model of professional development in science education in 15 schools;  \n􀁠 Breakdown the insulation and isolation of teachers;  \n􀁠 Improvements in confidence, competence, attitudes and knowledge among primary teachers where the teaching of science is concerned;  \n􀁠 Encourage positive attitudes to primary science among pupils  \n􀁠 Active participation;  \n􀁠 Clearly defined tasks;  \n􀁠 Meaningful collaboration;  \n􀁠 Continuity;  \n􀁠 Feedback.  \nMixed methods (quantitative and qualitative)  \n􀁠 Teacher and pupil questionnaires (pre/post);  \n􀁠 Teacher interviews (post);  \n􀁠 Pupil interviews (pre/post);  \n􀁠 Assessment of teachers’ understanding of key science concepts (pre/post);  \n􀁠 Monitoring project development template  \n|  | Pre Intervention (N = 24) |  | Post Intervention (N = 22) |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Subject | Mean | Standard Deviation | Mean | Standard Deviation | Sig |\n| English | 4.50 | 0.598 | 4.55 | 0.510 | 0.665 |\n| Irish | 4.23 | 0.813 | 4.32 | 0.646 | 0.427 |\n| History | 4.41 | 0.734 | 4.50 | 0.512 | 0.427 |\n| Geography | 4.41 | 0.734 | 4.50 | 0.598 | 0.492 |\n| Mathematics | 4.41 | 0.590 | 4.45 | 0.596 | 0.665 |\n| Science | 3.23 | 0.869 | 4.05** | 0.486 | 0.000 |\n| ICT | 3.41 | 0.959 | 3.73 | 0.703 | 0.016 |\n\n|  | Pre Intervention (N = 24) |  | Post Intervention (N = 22) |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Science content | Mean | Standard Deviation | Mean | Standard Deviation | Sig |\n| Living things | 3.69 | 0.805 | 3.89 | 0.544 | 0.047 |\n| Forces and energy | 3.14 | 0.836 | 3.89** | 0.524 | 0.000 |\n| Materials | 3.22 | 0.839 | 3.59** | 0.811 | 0.009 |\n| Environment | 4.11 | 0.899 | 4.43 | 0.623 | 0.069 |\n\n| Pre |  | Post |  |\n| --- | --- | --- | --- |\n| Intervention (N = 24) |  | Intervention (N = 22) |  |\n| Mean | Standard | Mean Standard | Sig |\n|  | Deviation | Deviation |  |\n\nTeacher questions  \nCo-operative learning Predict-Observe-Explain Concept Cartoons Concept Mapping Discussion in class Using children’s ideas to start a topic  \n4.23 3.59 3.23 1.59 2.23 4.09  \n3.41  \n0.813 1.098 1.343 0.734 1.110 0.921  \n1.008  \nUsing hands-on science  \nUsing ICT  \n3.91 2.64  \n0.921 1.217  \n4.68** 4.14 4.14** 3.41** 3.18** 4.41 4.18**  \n4.18 3.05**  \n0.646 0.774 0.889 1.098 0.958 0.908 0.795  \n0.664 0.999  \n0.009 0.015 0.008 0.000 0.001 0.016 0.001  \n0.110 0.004","cbCaigYSnvGaXOsF","https://ap.wps.com/l/cbCaigYSnvGaXOsF","pdf",1383015,"English","# Project Focus\n## Teacher Knowledge and PD Support\n# Implementation Model\n## Workshops and Ongoing Facilitation\n## Virtual Learning Environment (Moodle)\n# Evaluation Approach\n## Mixed Methods (Questionnaires and Interviews)\n# Intervention Outcomes\n## Teacher Subject Knowledge and Attitudes\n## Science Content Understanding\n## Teacher Question Strategies","[{\"question\":\"What are the two main areas targeted to improve science teaching?\",\"answer\":\"The model focuses on improving teachers’ subject and pedagogical knowledge, and providing support in the form of professional development (PD).\"},{\"question\":\"How is PD delivered to participating primary teachers?\",\"answer\":\"Delivery includes 5–6 workshops per year, ongoing support from a project facilitator, a Moodle Virtual Learning Environment, and school visits by the facilitator when requested.\"},{\"question\":\"What methods are used to evaluate the project’s impact?\",\"answer\":\"Evaluation uses mixed methods, including teacher and pupil questionnaires (pre/post), teacher interviews (post), pupil interviews (pre/post), and pre/post assessment of teachers’ understanding of key science concepts.\"}]","PD Model for Primary Science Teachers - Research and Development Project | PDF",1789162092]