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Motivating Teaching, Sustaining Change in Practice: Design Principles for Teacher Learning in Project-Based Learning Contexts
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| Pengarang | : | Miller, Emily C.,Severance, Samuel,Krajcik, Joseph |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 7) |
| Halaman | : | 757-779 |
| Abstrak | : | In A Framework for K-12 Science Education, researchers call for teachers to make dramatic shifts in practice – and sustain in these changes in practice – so students can engage in rigorous and equitable three- dimensional science learning. Project-Based Learning (PBL) motivates students from diverse backgrounds to persist in learning. This project presents design features that bring together the assets of the Framework with PBL, and then tests these features to derive design principles that serve as commitments for designing for teacher change and student learning. Close ethnographic study of 10 teachers over 5 years in a design-based research study is triangulated with data col lected across 41 districts in multiple states engaged in a PBL elemen tary science curriculum. The following design principles provide guidance for developing materials that support the depth necessary for promoting changes to teachers’ practice at scale: Adaptive, Responsive, and both Enjoyable and Intellectually Satisfying |
Instructional Materials Designed for A Framework for K-12 Science Education and the Next Generation Science Standards: An Introduction to the Special Issue
| Pengarang | : | Campbell, Todd,Lee, Okhee |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 7) |
| Halaman | : | 727-734 |
| Abstrak | : | - |
Developing Research-Based Instructional Materials to Support Large-Scale Transformation of Science Teaching and Learning: The Approach of the OpenSciEd Middle School Program
| Pengarang | : | McNeill, Katherine L. ,Reiser, Brian J. ,Edelson, Daniel C,Mohan, Audrey,Novak, Michael,Mohan, Lindsey,Affolter, Renee,McGill, Tara A. W. ,Bracey, Zoë E. Buck,Noll, Jamie Deutch,Kowalski, Susan M. |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 7) |
| Halaman | : | 780-804 |
| Abstrak | : | OpenSciEd is an ambitious effort to implement the vision of the Framework for K-12 Science Education and the Next Generation Science Standards broadly across the United States. The premise of OpenSciEd is that high quality instructional materials can play a critical role in trans forming science teaching and learning at a broad scale. To achieve its goal, this collaborative project is developing instructional materials for middle school science that support the shifts in practice required to achieve the outcomes called for by the Framework for K-12 Science Education and the Next Generation Science Standards at a large scale. The OpenSciEd Middle School Program development project is addres sing the challenge of making large changes in practice at a large scale through attention to (1) who participates in design and development, and how; (2) providing explicit guidance for developers in a comprehensive design framework; and (3) a design and development process that ensures participation from the desired participants and adherence to the guidelines of the design framework. The resulting instructional mate rials have shown promise in external reviews and field tests, but their success in achieving the project’s goals for transforming science will depend on the circumstances in which the program is implemented. |
Developing Instructional Materials Aligned to the Next Generation Science Standards for All Students, Including English Learners
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 7) |
| Halaman | : | 735-756 |
| Abstrak | : | The adoption of A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS) across the U.S. requires that the f ield of science education develops high-quality instructional materi als. This need is particularly urgent as schools and districts are expected to design or adapt instructional materials for an increasingly diverse student population. In this article, we present our conceptual approach for developing yearlong fifth-grade NGSS-aligned instruc tional materials with a focus on English learners. First, we describe the conceptual framework focused on equity that guided our develop ment work. Second, we describe our design-based research with teachers and our instructional materials development process that leveraged the synergy of the NGSS performance expectations (PEs), phenomena, and students. Specifically, we address equity in our materials in two ways: (a) selection of local phenomena rooted in students’ homes and communities and (b) attention to language use in terms of modalities, registers, and interactions. Third, we illustrate our development process using an exemplar unit from our curriculum. Finally, we discuss implications for instructional materials develop ment, including how we productively resolved tensions in developing our materials and how we both benefited from teachers’ participation in the development process and promoted their professional learning. |
Commentary: The Role of Curriculum Resources in Promoting Effective and Equitable Science Learning
| Pengarang | : | Quinn, Helen |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 7) |
| Halaman | : | 847-851 |
| Abstrak | : | - |
Commentary: Making Progress on Curriculum Reform in Science Education through Purposes, Policies, Programs, and Practices
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 7) |
| Halaman | : | 830-835 |
| Abstrak | : | - |
Commentary: Intellectual Virtues, Lived Experiences, and Engaged Science Learning
| Pengarang | : | Douglass, Helen,Verma, Geeta |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 7) |
| Halaman | : | 842-846 |
| Abstrak | : | - |
Commentary: Instructional Materials Supporting Teachers’ Professional Learning
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 7) |
| Halaman | : | 836-841 |
| Abstrak | : | - |
Commentary: Developing NGSS-Designed Instructional Materials with Teachers “At the Table”
| Pengarang | : | Shelton, Tricia |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 7) |
| Halaman | : | 852-857 |
| Abstrak | : | - |
Commentary: Designing Science Instructional Materials that Contribute to More Just, Equitable, and Culturally Thriving Learning and Teaching in Science Education
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 32 (No. 7) |
| Halaman | : | 858-864 |
| Abstrak | : | - |