English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This special edition is based on the revelation that “the lessons learned and unlearned during COVID-19 grant us an unparalleled opportunity to reflect.” Here, we reflect on lessons learned related to teacher adaptiveness. We examined how the COVID-19 pandemic demonstrated the adaptiveness necessary for teachers to knowledge generation approaches aligned with the Next Generation Science Standards. First, we outline a three-year professional development program focused on knowledge generation approaches. We present findings from teachers’ experiences teaching science from 2019 to 2021, collected through consecutive form explanatory mixed-methods analysis involving written responses to vignettes ( n  = 474) and classroom observations ( n  = 58). Then, using an individual teacher case study, we explore how the shift to virtual teaching was supported by adaptiveness. Results suggest a significant relationship between teacher adaptiveness and the use of knowledge generation approaches. We conclude with implications for elementary science teacher professional development and present questions for further research on adaptiveness.

disciplinary and interdisciplinary science education research

“It’s all in the moment”: a mixed-methods study of elementary science teacher adaptiveness following professional development on knowledge generation approaches