Teacher perceptions about science processskills. To address the second research question, thePerceptual Assessment of Science Teaching andLearning (PASTeL) was administered. The PASTeLassesses how teachers perceive their ability to teach,as well as their students' ability to learn science. The PASTeL consists of 50 items arranged in two scales, the Teaching Scale and the Student Learning Scale, with each item assigned to an overarching category: Content, Process, and Concept (Bracken et al., 2008). For the current study, the researchers utilized scores from the Process subscale defined as, "The understanding of fundamental science process skills such as: make observations, ask questions, learn more, design and conduct experiments, create meaning from the experiment, and tell others what was found" (Bracken et al., 2008, p. 8). Items such as, "I am confident in my ability to help students determine a testable question for a scientific investigation," appear on the teacher scale. Items such as, "when called upon, students compare and contrast results from multiple trials," appear on the student learning scale. The 4-point Likert-type scales are ordinal in nature, with a higher score indicating a greater degree of confidence in science teaching and/or student learning. Bracken et al. (2008) reported internal consistency reliability at .95 for scores from the total scale; estimates for the current study ranged from .95 to .97 across the pre- and posttest administrations of the Teaching- and Student- Process Subscales.