During a science department meeting, what indicates a teacher may need professional development in effective science instruction?

A statement that indicates a teacher may need professional development in effective science instruction is one expressing that students are disinterested in science. Disinterest among students can signal issues in instructional practices, curriculum relevance, or engagement strategies being utilized in the classroom. Effective science instruction often involves stimulating students' curiosity and interest in the subject matter, promoting inquiry-based learning, and connecting lessons to real-world applications.

If students show disinterest, it may suggest that the teacher is not successfully engaging them with the material or might need to adopt more effective teaching strategies. Professional development in this area could help the teacher learn new techniques to inspire student engagement, such as incorporating collaborative projects, integrating technology, or using inquiry-based learning frameworks which can make science more appealing and relevant to students' lives.

In contrast, the other statements reflect positive indicators of a teacher's effectiveness with student engagement and learning. If students frequently ask questions during class, enjoy hands-on experiences, and complete homework on time, these are signs of healthy classroom dynamics and effective teaching practices, suggesting that the teacher may not need additional training in science instruction.