The Effect of the Teaching Methods on Promoting the Quality of In-Service Training for Iranian High School Chemistry Teachers

The present study investigated the effect of the teaching methods (problem solving, project, lecture) on the promotion of the quality of the in-service training programs for the high school chemistry teachers in Isfahan through a quasi-expremental design. Through simple random sampling, out of 522 teachers participating in the in-service training program in summer 1387 (2008), 120 teachers were selected to sit for a pre-test as well as a post-test and to respond to an attitude questionaire. The research findings showed that there is statistically significant difference among the teaching methods. It was found that the problem-solving and project methods were more effective than lectures. Moreover, considering the demographic variables, no sionificant differences were found in terms of gender and years of service while the difference was found significant in terms of university degree at the probability level of 0.05. Finally, the findings revealed that the short-term in-service training programs for chemistry high school teachers are effective in terms of the quality factors.