CRDG has responded to the demand for improving the quality of teaching by providing professional development institutes that help teachers improve their understanding of science concepts and learn how these concepts can be taught through inquiry. The “Teaching Science as Inquiry” series of 2–3 day institutes provides an overview of inquiry as a pedagogicalapproach and engages teachers in inquiry investigations. Inquiry topics offered in 2004 include “Astronomy” and “Simple Machines” for elementary teachers, a unit on physical science called “Why Things Sink and Float” for middle- and high-school teachers, and “Aquatic Science” for high-school teachers. Additional units will be developed in 2005. CRDG-developed programs have been recognized as exemplary by the Expert Panel on Science and Mathematics Education and by the National Staff Development Council in their What Works series for improving teacher effectiveness and student learning.

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University of Hawaii at Manoa
College of Education