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MSP LNC 2011

Looking at the Impact of Concept Driven Professional Development on Student Achievement through Energy


The Boston Science Partnership (BSP) offered professional development strategies that focused on increasing discipline-specific content and pedagogical-content knowledge in biology, chemistry, physics, and earth science; Boston Energy in Science Teaching (BEST), a BSP Phase II, supports the same strategies for energya concept that pervades all sciences. The purpose of BEST is to compare the impact of concept- vs. content-driven professional development on student achievement. BEST asserts that concept-driven PD will lead to more effective and efficient instruction in the classroom than content-driven PD, and that these changes will translate to greater increases in student achievement. Student success will be determined by changes in student achievement, engagement, and ability to recognize energy as a big idea in science across disciplines.