Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice Through Professional Development?

Lotter, Christine; Rushton, Gregory T.; Singer, Jonathan

doi:10.1007/s10972-013-9361-0

Cited by 18 publications

(14 citation statements)

References 39 publications

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“…These findings are consistent with prior findings associated with the use of the employed professional development system (Lotter et al, 2013;Rushton et al, 2011;Singer, Lotter, Feller, & Gates, 2011) Rushton et al (2011 and Lotter et al (2013) employed a similar professional development system working with high school chemistry and biology teachers while Singer et al (2011) worked with middle school science teachers. Rushton et al (2011) reported that the combination of the morning content and the practice teaching sessions played a significant impact for shifting the instructional practices of the participating high school chemistry teachers.…”

Section: Discussionsupporting

confidence: 90%

“…In addition, teachers may have a compartmentalized understanding of science that interferes with innovation (Roehrig & Luft, 2004) and often view inquiry as a de-contextualized collection of isolated process skills as opposed to an array of interconnected processes (Lee, Hart, Cuevas, & Engers, 2004). As a result, design-or inquiry-based instruction is often equated with ''hands-on'' or ''real-world'' activities that are unconnected to meaningful scientific ideas (Lotter, Rushton, & Singer, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Under these conditions the curricular materials serve as a scaffold by providing the teachers concrete examples for how to translate the abstract into a tangible useful product. Employing such a strategy has been reported as promoting significant changes in the content knowledge and pedagogical beliefs of high school STEM teachers (Rushton et al 2011;Lotter et al 2013). …”

Section: Discussionmentioning

confidence: 99%

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Professional Development for the Integration of Engineering in High School STEM Classrooms

Singer¹,

Ross²,

Jackson-Lee³

2016

Journal of Pre-College Engineering Education Research (J-PEER)

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Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. is in transition. The recently published A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas as well as the Next Generation Science Standards are responsive to this call and clearly articulate a vision that includes engineering practices as key components. This shift presents significant challenges to school districts owing to a stark lack of research-based engineering-focused instructional materials and corresponding teacher professional development. The purpose of this study was to investigate the impact of a professional development program on high school STEM teachers' ability to enact design-based pedagogical practices associated with the pre-selected engineering design curriculum (INSPIRES Engineering in Healthcare: A Heart-Lung System Case Study). Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP). Findings demonstrated that RTOP scores were statistically significant.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Professional Development for the Integration of Engineering in High School STEM Classrooms

Singer¹,

Ross²,

Jackson-Lee³

2016

Journal of Pre-College Engineering Education Research (J-PEER)

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“…Considerando o âmbito do conhecimento pedagógico, os licenciandos demonstraram concepções que incluem elementos importantes dos pressupostos socioconstrutivistas para o EnCI (Carvalho, 2013;Windschitl, 2002). O fato de 82,6% reconhecerem que o EnCI possibilita o protagonismo dos estudantes, somado às menções sobre promover a motivação e construção coletiva do conhecimento e, de forma mais modesta, a consideração dos conhecimentos prévios dos estudantes e a regulação da aprendizagem, configura a presença de uma concepção de aprendizagem centrada no aprendiz em contraposição à visão centrada no professor (Lotter, Rushton, & Singer, 2013;Voet & De Wever, 2016). Esse dado indica que os licenciandos visualizam o EnCI como uma forma de concretizar os princípios socioconstrutivistas, superando uma dificuldade recorrente para os professores de forma geral que é compreender e visualizar um modelo de ensino que tenha uma orientação centrada no estudante (Windschitl, 2002).…”

Section: Discussionunclassified

Que Desafios e Possibilidades Expressam os Licenciandos que Começam a Aprender sobre Ensino de Ciências por Investigação? Tensões entre Visões de Ensino Centradas no Professor e no Estudante

Campos

Scarpa

2018

RBPEC

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Neste estudo, apresentamos as concepções que estudantes de Ciências Biológicas expressam em escritos reflexivos sobre as possibilidades e desafios do Ensino de Ciências por Investigação (EnCI), após os primeiros contatos com essa abordagem em uma disciplina do curso de licenciatura. Conhecimentos, crenças e concepções dos professores influenciam sua prática profissional. Conhecer as concepções dos licenciandos sobre EnCI é importante para compreendermos o que pode inibi-los de adotar essa abordagem, trazendo implicações para os processos de formação docente. Foi realizada a análise de conteúdo de escritos reflexivos de 46 licenciandos. Os dados apontam que os licenciandos reconheceram satisfatoriamente as principais qualidades do EnCI relacionadas ao conhecimento pedagógico e ao conhecimento do tema. Os desafios citados relacionam-se principalmente ao conhecimento pedagógico. Foi possível identificar concepções limitantes ao uso do EnCI que se relacionam em parte à falta de experiência em ensino, esperada para esse estágio de formação e, em parte, a mitos culturais e tensões entre uma visão de ensino tradicional, centrada no professor, e uma visão de ensino centrada no estudante. Tornar as concepções explícitas e analisá-las profundamente junto aos professores em formação pode ser um passo inicial na desconstrução das concepções limitantes.

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“…As one moves across the continuum, the number of participants increases and the network of interactions broadens (Windschitl, 2002). Windschitl's Framework has been used in numerous studies on constructivist pedagogy (Cushion, 2013;Suurtamm & Koch, 2014), implementation of inquiry in science instruction (Lotter, Rushton, & Singer, 2013), and in understanding teachers' resistance to organizational change (Orlando, 2014). It has also been used to study teacher-educators construction of pedagogy in response to external, often conflicting, mandates (Tillema & Kremer-Hayon, 2005).…”

Section: Description Of the Theoretical Frameworkmentioning

confidence: 99%

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

Shapiro¹

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The Next Generation Science Standards (NGSS), are the biggest change to American science education since the National Science Education Standards (NSES) were published. While inquiry was central to the NSES, science assessment largely addressed factual knowledge acquisition.The NGSS represent a significant practical change for teachers as they mark a return to the ideals specified in the National Science Education Standards (NSES) and Benchmarks for Science Literacy. The purpose of this explanatory sequential, mixed-methods study was to identify and compare the factors that influenced high school science teachers' receptivity to the curricular shifts necessitated by the adoption of the NGSS. The survey data identified three factors as significant predictors of teacher receptivity: teachers' non-monetary cost-benefit analysis, alignment between the NGSS and their current teaching style, and concerns about student readiness. To understand how these factors operate in the classroom, both receptive and nonreceptive teachers were interviewed. In terms of cost-benefit analysis, all teachers agree that time is a significant cost. This includes the time it takes to adapt lessons to the NGSS, and the time it takes to teach in a way that integrates the three parts of the NGSS which are the practices of science and engineering, the crosscutting concepts, and the disciplinary core ideas. In terms of alignment between their teaching style and the NGSS, teachers talked about the lack of examples of what NGSS-aligned instruction looks like and the dearth of accessible high quality professional development. Finally, concerns about students' readiness focused on both inadequate preparation for college-level science coursework and deficits in science instruction in the lower grades.

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Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice Through Professional Development?

Cited by 18 publications

References 39 publications

Professional Development for the Integration of Engineering in High School STEM Classrooms

Professional Development for the Integration of Engineering in High School STEM Classrooms

Que Desafios e Possibilidades Expressam os Licenciandos que Começam a Aprender sobre Ensino de Ciências por Investigação? Tensões entre Visões de Ensino Centradas no Professor e no Estudante

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

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