Situated in the context of an in‐service professional development (PD) program focused on Interdisciplinary Science Inquiry, this quantitative study tests the validity of and further explores the theoretical model adapted from Desimone's (2009), Educational Researcher, 38, 181–199 conceptual framework on effectiveness of PD. The participants include 204 teachers and 5,581 students within 12 local public schools from 2012 to 2016. The multilevel models indicate that PD participation, school‐, and teacher‐level factors influence teacher pedagogical content knowledge and inquiry instruction in different ways. Furthermore, the inquiry instruction significantly relates student understanding of interdisciplinary science concepts (ISCs) through a few mediators. Therefore, this study reinforces calls to provide teachers with high quality PD and contributes to current knowledge base of the mechanisms of how inquiry instruction influences students' understanding of ISCs.

中文翻译：

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专业发展计划对理科老师的知识和实践以及学生对跨学科科学概念的理解的影响

这项定量研究位于以跨学科科学研究为重点的在职专业发展（PD）计划的背景下，测试了其有效性，并进一步探索了根据Desimone（2009），Educational Researcher，38，关于PD有效性的181-199概念框架。从2012年到2016年，参与者包括12所当地公立学校中的204名教师和5,581名学生。多层次模型表明，PD参与，学校和教师级别的因素以不同方式影响教师的教学内容知识和探究指导。此外，探究指导还通过一些调解员，极大地提高了学生对跨学科科学概念（ISC）的理解。因此，本研究加强了为教师提供高质量PD的呼声，并有助于建立有关探究指导如何影响学生对ISC理解的机制的最新知识基础。