How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers’ beliefs and practices
Bibliographic Data
| ID | 21589909 |
|---|---|
| Authors | Patrick Enderle (0000-0002-3018-4416, Georgia State University, corresponding author), Jonathon Grooms (0000-0001-7294-2273, Graduate School of Education and Human Development, The George Washington University, Washington, DC, USA), Victor Sampson (0000-0002-2152-313X, The University of Texas at Austin), Ozden Sengul (0000-0002-7127-7897, Mathematics and Science Education Department, Faculty of Education, Bogazici University, Bebek İstanbul, Turkey), Yotah Koulagna (0000-0003-1868-2030, Georgia State University) |
| Year | 2022 |
| Volume | 44 |
| Issue | 14 |
| Pages | 1-27 |
| Publication date | 2022-09-22 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2022.2115324 |
| OpenAlex | W4293403711 |
| Language | EN |
| Citations received | 6 |
| References cited | 47 |
We examine how a unique professional learning experience for teachers, which consists of an opportunity to (a) co-design a new instructional model intended to give students opportunities to participate in scientific argumentation, (b) develop instructional materials based on the new model, and then (c) use the materials inside their classrooms, is related to changes in teacher beliefs and teaching practices over time. These cases suggest participation in this type of professional learning experience altered these teachers’ beliefs and these changes were guided by their experiences inside the classroom when teaching lessons with these new instruction materials. Our findings indicate that teacher reflection on their instructional decisions and the nature of student activity during lessons using the materials had a great influence on the beliefs and practices of these teachers. The implications of this finding suggest that an opportunity to develop instructional materials during a professional learning experience can foster a context for teachers to think about teaching and learning in new ways but any real change in teacher thinking and practices requires teachers to (a) use the materials they develop and then (b) problematise their current instructional practices
Argumentation theory · Faculty Development · Instructional design · Mathematics education · Pedagogy · Professional development · Teaching method · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Teacher Education and Leadership Studies
Investigating the impact of inquiry and talk strategies on critical thinking in Hong Kong Secondary Schools
Epistemological beliefs and classroom practices of experienced physics teachers
Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process
A Study of Teacher Sensemaking About Productive Student Talk in Science Classrooms
The potential for reconciling pedagogical tradition and innovation
Science teachers' perceptions and practice of uncertainty in science learning
Handbook of qualitative research
International Handbook of Research on Teachers' Beliefs
Professional Development for Science Teachers
Educational Implications of Choosing “Practice” to Describe Science in the Next Generation Science Standards
Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments
Explanation‐driven inquiry
A Review of Empirical Literature on Inquiry Professional Development
Representing Student Argumentation as Functionally Emergent From Scientific Activity
Collaborative design as a form of professional development
Teachers’ Beliefs and Educational Research
Examining science teachers' enactment of argument-driven inquiry (ADI) instructional model
Profiling teachers' continuing professional development and the relation with their beliefs about learning and teaching
Biology instruction using a generic framework of scientific reasoning and argumentation
Elaborating a model of teacher professional growth
Exploring the relationship between pedagogical content knowledge (PCK) and sustainability of an innovative science teaching approach
Improving Impact Studies of Teachers' Professional Development
| Citations per year | 3 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |