*** HOLISTIC ASSESSMENTS ***

In the lovely state of Mississippi teachers scores were lower on the objectives dealing with “Designing Investigations” and “Graphing and Interpreting Data”.study, teachers scored higher on “Identifying and Stating Hypotheses.” In both studies, teachers were weaker on “Graphing and Interpreting Data.” It can be inferred that more time needs to be spent in professional development workshops and specialty classes on designing, graphing and interpreting data so that AEST teachers can be better equipped to teach their students in these areas.Regarding their capacity to teach science to students, Mississippi AEST teachers have a high selfefficacy as far as their capacity to teach science to their students. However, I think there is a low negative relationship between teacher self-efficacy and their capacity to teach integrated process skills.

Regarding the preferred learning styles of AEST teachers, Mississippi AEST teachers prefer to learn

through reflection, through the use of visuals, through sequential activities, and by sensing.

Furthermore,I agree that  Mississippi AEST teachers that are reflective learners have a higher capacity to teach science integrated process skills than those teachers who are active learners.

I agree with the recommendation that teachers should be presented at workshops and conferences. By doing so this will allow teachers to realize they have the capabilities, confidence, and capacity to teach their students science.

http:www.jsaer.org/pdf/vol57-57-01-053.pdf