In response to an identified need for content professional development in the physical sciences for middle/secondary teachers in our region, the Kansas Collaborative for Excellence in Teacher Preparation (KCETP) teamed with staff from the Kansas Collaborative Research Network (KanCRN) to provide a two-week workshop on water chemistry. Our strategy in choosing this topic was to build on the professional development experiences that many teachers have had in water ecology and stream monitoring protocols. We felt that connecting the physical science concepts associated with water chemistry to this prior life science experience would increase the likelihood that teachers would remain engaged in the content material and transfer new concepts and skills to their own classroom environment.

We decided to build a standard-based model for instruction by delivering all physical science content using active-learning inquiry experiences during the first week of the workshop. The principal concepts covered were solubility, concentration, acids and bases, equilibrium and oxidation/reduction processes. Four different formats were used to introduce concepts: 1) Guided discussion, 2) facilitated small-group activities, 3) inquiry-based laboratories constructed around a 5-e instructional model and 4) field experiences. The bulk of the content delivery was built around inquiry-based laboratories and field experiences. Pre- and post-tests indicated that all of the participants improved their understanding of water chemistry concepts over the course of the workshop. Participants were allowed time to reflect on the effectiveness of the instructional strategies following each session.

A recurring concern of many individuals who have organized workshops on inquiry-based science is whether teachers actually transfer the new content and teaching strategies learned to their own classrooms. We felt that it was important for the teachers build their confidence with the material and pedagogy by implementing potential elements of a water chemistry curriculum with students in a relaxed learning environment. We entered into a partnership with the KU Natural History Museum and Biodiversity Research Center to provide this learning environment. The Museum, which offers dozens of informal science education classroom and field programs during the school year and summer, recruited students into a summer water chemistry class, which was run by the teachers during the second week of the professional development workshop. Museum, KCETP and KanCRN staff assisted the teachers in implementing the class. The teachers and staff incorporated planning time for the class into the end of the first week of the professional development workshop. All instruction during the museum class used an inquiry format, with heavy emphasis on inquiry based laboratories and field experiences. All of the teachers adopted multiple roles during the weeklong experience. In spite of our initial concern that teachers might be "burned out" on contact with students during the school year, post-workshop evaluations indicated that the teachers considered this instructional time to be the most valuable experience that they gained during the workshop.

KCETP has been piloting similar informal educational experiences with in-service and pre-service teachers in cooperation with TRIO and National Youth Sport (NYSP) programs on college and university campuses. These programs draw significant populations of underrepresented college admission candidates who can benefit from content enrichment. Working with these students provides an excellent initial teaching experience for preservice science teachers. We view these types of programs as having broad potential as a relatively relaxed laboratory for teacher's initial experiences with inquiry-based teaching.