Scaling Up Three-Dimensional Science Learning Through Teacher-Led Study Groups Across a State

Bibliographic Data

ID4956629
AuthorsBrian J Reiser (0000-0002-2961-0385, Northwestern University, Evanston, IL, USA, corresponding author), Sarah Michael (0000-0002-4799-2583, Clark University, Worcester, MA, USA), Jean Moon (0000-0001-5642-6260, Tidemark Institute, Damariscotta, ME, USA), Tara Bell (Indian Prairie School District, Naperville, IL, USA), Elizabeth Dyer (0000-0002-4124-7654, Northwestern University, Evanston, IL, USA), Kelsey D Edwards (Northwestern University, Evanston, IL, USA), Kelsey Edwards (Northwestern University), Tara A W Mcgill (0000-0002-7129-2368, Northwestern University, Evanston, IL, USA), Michael Novak (0000-0002-5784-2554, Park View School, Morton Grove, IL, USA), Aimee Park (Lisle Junior High School, Lisle, IL, USA)
Year2017
Volume68
Issue3
Pages280-298
Publication date2017-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487117699598
OpenAlexW2603837755
LanguageEN
Citations received21
References cited29

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

Discipline · Educational technology · Facilitator · Learning Sciences · Mathematics education · Next Generation Science Standards · Pedagogy · Professional development · Science education · Science learning · Sociology · Teacher education · Teaching method · Computer Science · Diverse Educational Innovations Studies · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy