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Scaling up Three-Dimensional Science Learning through Teacher-Led Study Groups across a State

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Title: Scaling up Three-Dimensional Science Learning through Teacher-Led Study Groups across a State
Language: English
Authors: Reiser, Brian J., Michaels, Sarah, Moon, Jean, Bell, Tara, Dyer, Elizabeth, Edwards, Kelsey D., McGill, Tara A. W., Novak, Michael, Park, Aimee
Source: Journal of Teacher Education. May 2017 68(3):280-298.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2017
Sponsoring Agency: Department of Education (ED)
National Science Foundation (NSF)
Contract Number: DRL1020316
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Science Instruction, Faculty Development, Expertise, Communities of Practice, Cooperative Learning, Science Activities, Design Preferences, Teacher Leadership, Educational Principles, Facilitators (Individuals), Program Design, Pretests Posttests, Teacher Surveys, Beliefs, Teaching Skills, Teacher Competencies, Elementary Secondary Education, Training Methods
DOI: 10.1177/0022487117699598
ISSN: 0022-4871
Abstract: The vision for science teaching in the Framework for K-12 Science Education and the Next Generation Science Standards requires a radical departure from traditional science teaching. Science literacy is defined as three-dimensional (3D), in which students engage in science and engineering practices to develop and apply science disciplinary ideas and crosscutting concepts. This knowledge building presents many challenges for teachers. We describe a two-pronged program for scaling 3D science professional development (PD) across a state: (a) 24 teachers developed expertise in 3D learning and facilitating teacher study groups; (b) these peer facilitators led 22 study groups of teachers in 3D science activities, analyzing student learning, and investigating classroom interactions. We describe design approaches for supporting teacher and facilitator learning. We present analyses of teacher learning, including shifts in 3D science, beliefs, and pedagogical content knowledge that supports 3D science teaching, and consider implications for scalable design approaches for supporting science teacher learning.
Abstractor: As Provided
Number of References: 42
Entry Date: 2017
Accession Number: EJ1139528
Database: ERIC
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  Data: The vision for science teaching in the Framework for K-12 Science Education and the Next Generation Science Standards requires a radical departure from traditional science teaching. Science literacy is defined as three-dimensional (3D), in which students engage in science and engineering practices to develop and apply science disciplinary ideas and crosscutting concepts. This knowledge building presents many challenges for teachers. We describe a two-pronged program for scaling 3D science professional development (PD) across a state: (a) 24 teachers developed expertise in 3D learning and facilitating teacher study groups; (b) these peer facilitators led 22 study groups of teachers in 3D science activities, analyzing student learning, and investigating classroom interactions. We describe design approaches for supporting teacher and facilitator learning. We present analyses of teacher learning, including shifts in 3D science, beliefs, and pedagogical content knowledge that supports 3D science teaching, and consider implications for scalable design approaches for supporting science teacher learning.
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