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Bulletin of Science, Technology & Society
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Africa-America Institute-Iowa Math and Science Professional Development Workshop: A Distance Learning Approach for Math and Science Literacy in Africa

Andy R. Cavagnetto

University of Iowa, Iowa City

John Dunkhase

University of Iowa, Iowa City

Robert E. Yager

University of Iowa, Iowa City

Vicki Burketta

Iowa City Community Schools, Iowa City

Six African countries participated in an intercontinental professional development workshop developed by the science and math staff at the University of Iowa and supported by the Africa-America Institute. The 11-day workshop was designed to produce changes in goal setting, assessment practices, instruction, and curriculum structures for high school teachers. The article provides a detailed description of the workshop and discusses evidence of workshop successes. Preworkshop and postworkshop vision statements and curriculum units were used to track the progression of five Kenyan educators as they moved toward constructivist-based practices. Teachers enhanced their views of science and math learning outcomes and learning environment as the workshop progressed. Specifically, teachers moved from emphasizing better grades and exam scores to greater student use of science and math skills. They also shifted from a heavily teacher-centered classroom view to a more student-centered classroom view.

Key Words: distance learning • professional development • science literacy • Africa

Bulletin of Science, Technology & Society, Vol. 25, No. 5, 446-454 (2005)
DOI: 10.1177/0270467605278895
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