Through a randomized controlled trial, this mixed‐methods study evaluated changes in elementary science teachers’ understandings, confidence, and classroom implementation of problem‐based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD that teachers perceived facilitated these changes. Results indicated that following the PD, treatment teacher (n = 139) understandings of and confidence for teaching inquiry, NOS, and PBL were significantly greater than control teachers (n = 98) after controlling for preunderstandings and confidence. The effect sizes were large. Treatment teachers also incorporated significantly more PBL, inquiry, and NOS into their instruction. Modeling, microteaching with feedback and reflection, and in‐classroom coaching facilitated teachers’ confidence, understanding, and intention to implement the reform‐based practices they learned. Implications for the understanding of the relationship between knowledge, confidence, and practice as well as elementary science teacher PD design are discussed.

中文翻译：

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专业发展对基础科学教师的理解，自信心以及基于改革的科学指导的课堂实施的影响

通过一项随机对照试验，该混合方法研究评估了参与专业发展后基础科学老师的理解，自信心以及基于问题的学习（PBL），探究和科学性质（NOS）指导的课堂实施的变化（PD），以及教师认为促进这些变化的PD组成部分。结果表明，在完成PD之后，治疗教师（n  = 139）对教学探究，NOS和PBL的理解和信心显着高于对照教师（n = 98），然后再控制自己的理解力和信心。效果大小很大。治疗老师还将更多的PBL，询问和NOS纳入了他们的教学。建模，具有反馈和反思的微教学以及课堂指导有助于教师增强信心，理解力和意图，以实施他们所学习的基于改革的实践。讨论了对理解知识，信心和实践之间的关系以及基础科学教师PD设计的含义。