The effects of extended action research-based professional development on the teaching of climate science
Bibliographic Data
| ID | 21600840 |
|---|---|
| Authors | Allan Feldman (0000-0002-8420-6289, University of South Florida, corresponding author), Molly Trendell Nation (0000-0001-8998-4648, Florida Gulf Coast University), Katie Laux (0000-0003-3436-8105, Science Education Academic Services, Hillsborough County Public Schools, Tampa, Fl, USA) |
| Year | 2022 |
| Volume | 30 |
| Issue | 4 |
| Pages | 609-625 |
| Publication date | 2022-08-08 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2021.1981417 |
| OpenAlex | W3206541701 |
| Language | EN |
| Citations received | 1 |
| References cited | 26 |
This study explored the use of collaborative action research (CAR) in a year-long professional development (PD) for global climate change (GCC) education. The purpose was to understand how high school science teachers’ engagement in CAR affected their classroom practice. The teachers exchanged stories of practice, shared and tried out new ideas in their classrooms, and engaged in systematic inquiry. The study was guided by these questions: What are the effects of extended professional development on the teachers’ classroom practice? What role did action research play in reaching our goals for professional development? What affordances and obstacles affect their change in pedagogy? Data included recordings of CAR meetings, classroom observations, and post-interviews with teachers. Data were analyzed through coding processes and the development of learning progressions to understand how the teachers’ knowledge developed throughout the PD. Results indicated teachers changes their practice and demonstrated increased confidence in teaching GCC science. They incorporated discussion and argumentation into their teaching practice, utilized a more place-based approach to GCC education, and presented GCC as real and anthropogenic. It was also found that the complexities of teachers’ lives inhibited the full participation of all the teachers who volunteered to engage in CAR
Action research · Engineering ethics · Faculty Development · Mathematics education · Pedagogy · Professional development · Sociology · Diverse Educational Innovations Studies · Educational Strategies and Epistemologies · Engineering · Environmental Education and Sustainability · Psychology
Qualitative Data Analysis
Climate confusion among U.S. teachers
Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments
Science Teacher Learning Progressions
Insiders and outsiders – the place of second-order action research in Educational Action Research
What counts as research
Consensus on consensus
Cool dudes
Educational research and outsider‐insider relations
Classroom discourse. The language of teaching and learning
Supporting and Promoting Argumentation Discourse in Science Education
Improving Impact Studies of Teachers' Professional Development
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |