The focus of my research is on teachers' pedagogical content knowledge and their conceptions about the epistemology of science. I plan to follow several high school science teachers before, during, and after their use of Quantum Science Across Disciplines (QSAD) software materials and laboratory experiments. Because these materials are conceptually challenging, I anticipate that teachers will engage in a process of reevaluating their own knowledge and beliefs. Teachers' cognitive changes may, in turn, affect the course content and methods they employ. Changes in teachers' attitudes, beliefs, and instructional methods will be evaluated using data from observations, interviews, and analyses of teachers' reflections about their teaching.

Prior to their use of QSAD materials, teachers in the study will respond to questions on the Views on Science-Technology-Society© (VOSTS) questionnaires developed by Aikenhead, Ryan, and Fleming to assess teachers' beliefs and attitudes about the nature of scientific knowledge and how that knowledge is acquired. Information about teachers' pedagogical content knowledge will be based on classroom observations and interviews with teachers. Teachers will also repeat the original VOSTS questionnaires after using the QSAD materials in their instruction.

This year, two teachers participated in a pilot study using QSAD software in their classes?second year physics and Advanced Placement chemistry. Students in both classes used the Diatomic Molecule Explorer to investigate electronic structures of molecules. The emphasis in the physics class was on wave properties of electrons, while the chemistry class explored molecular orbitals. In both classes, students' interaction with the software resulted in numerous questions about the visual models, many of which exposed misconceptions that the teachers had not anticipated. In the physics class, students' experiences lead to heated discussions about electrons, particularly regarding their wave properties and ability to move between energy levels.

I have contacted several teachers from three different high schools in the greater Boston area, and I am currently collecting baseline data on the teachers' instructional styles and pedagogical content knowledge. Next year, five experienced chemistry and biology teachers will participate in the project. Because I am particularly interested in the effects of interdisciplinary curricula on teachers' professional growth, I plan to monitor the collaborative efforts of pairs of biology and chemistry teachers at two of the schools as they use QSAD materials in their respective courses.