Supporting Teachers to Customize Curriculum for Self-Directed Learning.
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| Title: | Supporting Teachers to Customize Curriculum for Self-Directed Learning. |
|---|---|
| Authors: | Gerard, Libby1 (AUTHOR) libbygerard@berkeley.edu, Bradford, Allison1 (AUTHOR), Linn, Marcia C.1 (AUTHOR) |
| Source: | Journal of Science Education & Technology. Oct2022, Vol. 31 Issue 5, p660-679. 20p. 4 Diagrams, 11 Charts, 2 Graphs. |
| Subject Terms: | *Self-managed learning (Personnel management), *Teachers, *Curriculum, Reflections, Plate tectonics, Customization |
| Abstract: | Guiding teachers to customize curriculum has shown to improve science instruction when guided effectively. We explore how teachers use student data to customize a web-based science unit on plate tectonics. We study the implications for teacher learning along with the impact on student self-directed learning. During a professional development workshop, four 7th grade teachers reviewed logs of their students' explanations and revisions. They used a curriculum visualization tool that revealed the pedagogy behind the unit to plan their customizations. To promote self-directed learning, the teachers decided to customize the guidance for explanation revision by giving students a choice among guidance options. They took advantage of the web-based unit to randomly assign students (N = 479) to either a guidance Choice or a no-choice condition. We analyzed logged student explanation revisions on embedded and pre-test/post-test assessments and teacher and student written reflections and interviews. Students in the guidance Choice condition reported that the guidance was more useful than those in the no-choice condition and made more progress on their revisions. Teachers valued the opportunity to review student work, use the visualization tool to align their customization with the knowledge integration pedagogy, and investigate the choice option empirically. These findings suggest that the teachers' decision to offer choice among guidance options promoted aspects of self-directed learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 158854064 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Supporting Teachers to Customize Curriculum for Self-Directed Learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gerard%2C+Libby%22">Gerard, Libby</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> libbygerard@berkeley.edu</i><br /><searchLink fieldCode="AR" term="%22Bradford%2C+Allison%22">Bradford, Allison</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Linn%2C+Marcia+C%2E%22">Linn, Marcia C.</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Oct2022, Vol. 31 Issue 5, p660-679. 20p. 4 Diagrams, 11 Charts, 2 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Self-managed+learning+%28Personnel+management%29%22">Self-managed learning (Personnel management)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Reflections%22">Reflections</searchLink><br /><searchLink fieldCode="DE" term="%22Plate+tectonics%22">Plate tectonics</searchLink><br /><searchLink fieldCode="DE" term="%22Customization%22">Customization</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Guiding teachers to customize curriculum has shown to improve science instruction when guided effectively. We explore how teachers use student data to customize a web-based science unit on plate tectonics. We study the implications for teacher learning along with the impact on student self-directed learning. During a professional development workshop, four 7th grade teachers reviewed logs of their students' explanations and revisions. They used a curriculum visualization tool that revealed the pedagogy behind the unit to plan their customizations. To promote self-directed learning, the teachers decided to customize the guidance for explanation revision by giving students a choice among guidance options. They took advantage of the web-based unit to randomly assign students (N = 479) to either a guidance Choice or a no-choice condition. We analyzed logged student explanation revisions on embedded and pre-test/post-test assessments and teacher and student written reflections and interviews. Students in the guidance Choice condition reported that the guidance was more useful than those in the no-choice condition and made more progress on their revisions. Teachers valued the opportunity to review student work, use the visualization tool to align their customization with the knowledge integration pedagogy, and investigate the choice option empirically. These findings suggest that the teachers' decision to offer choice among guidance options promoted aspects of self-directed learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=158854064 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10956-022-09985-w Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 660 Subjects: – SubjectFull: Self-managed learning (Personnel management) Type: general – SubjectFull: Teachers Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Reflections Type: general – SubjectFull: Plate tectonics Type: general – SubjectFull: Customization Type: general Titles: – TitleFull: Supporting Teachers to Customize Curriculum for Self-Directed Learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gerard, Libby – PersonEntity: Name: NameFull: Bradford, Allison – PersonEntity: Name: NameFull: Linn, Marcia C. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 10590145 Numbering: – Type: volume Value: 31 – Type: issue Value: 5 Titles: – TitleFull: Journal of Science Education & Technology Type: main |
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