Making Sense of SCIENCE™ Professional Development Course on Force and Motion
About the Intervention
Making Sense of SCIENCE™ is a professional development course designed to improve middle school science teachers' content knowledge and pedagogical skills in teaching force and motion to grade 8 students. The intervention is a 24-hour course delivered over five days during summer, targeting teachers who will teach physical science. The course combines hands-on science investigations, narrative teaching cases, language and literacy activities, and classroom connections to build teachers' understanding of force and motion concepts and strategies for teaching English language learners. Teachers participate in collaborative inquiry, analyze student thinking through case discussions, and engage with standards-based curricula. The course is facilitated by trained local educators and includes materials such as teacher books and facilitator guides. No additional follow-up or support is provided during the school year, and teachers use their existing district curricula and textbooks in their classrooms.
Statistical Findings
No effect: on student content knowledge of force and motion
No effect: on student content knowledge of physical science
No effect: on English language learner content knowledge of force and motion
No effect: on English language learner content knowledge of physical science
Positive effect: on teacher content knowledge of force and motion
Positive effect: on teacher confidence in teaching force and motion
More Intervention Details
Focus Areas
English LearnersPrograms & Services
General Education, Title I, English as a Second Language (ESL) Program, Special Education ServicesDelivery Methods
Face-to-FaceDisability Support
N/ATarget Groups
Teachers/Instructional TeamsCitation
Heller, J. I. (2012). Effects of Making Sense of SCIENCE[TM] Professional Development on the Achievement of Middle School Students, Including English Language Learners. Final Report. NCEE 2012-4002 (ED530414). ERIC. https://files.eric.ed.gov/fulltext/ED530414.pdf.
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