Investigating science learning for rural elementary school teachers in a professional-development project through three distance-education strategies

Leonard A. Annetta, James A. Shymansky · 2006 · Journal of Research in Science Teaching

Summary. This study compared three distance-education approaches for teaching science to 94 rural Midwestern elementary teachers: live interactive television, videotaped presentations with live discussion, and asynchronous web-based sessions. Live interactive television produced the highest learning gains across all assessment types, followed by web-based learning, then videotaped presentations. The findings show that real-time interaction significantly improves science learning outcomes for rural teachers in professional development.

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Annetta, L. A., & Shymansky, J. A.. (2006). Investigating science learning for rural elementary school teachers in a professional-development project through three distance-education strategies. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.20106

@article{annetta-2006-investigating-science-learning-rural-elementary,
  title   = {Investigating science learning for rural elementary school teachers in a professional-development project through three distance-education strategies},
  author  = {Leonard A. Annetta and James A. Shymansky},
  journal = {Journal of Research in Science Teaching},
  year    = {2006},
  doi     = {10.1002/tea.20106},
  url     = {https://doi.org/10.1002/tea.20106}
}

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TI  - Investigating science learning for rural elementary school teachers in a professional-development project through three distance-education strategies
AU  - Leonard A. Annetta
AU  - James A. Shymansky
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Details

DOI: 10.1002/tea.20106
Countries: United States
Regions: North America
Categories: education, broadband-and-digital
Added: 2026-04-28