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Multi‐Year Professional Development Grounded in Educative Curriculum Focused on Integrating Technology With Reformed Science Teaching Principles
Author(s) -
Longhurst Max L.,
Coster Daniel C.,
Wolf Paul G.,
Duffy Aaron M.,
Lee Hyunju,
Campbell Todd
Publication year - 2016
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12197
Subject(s) - vision , curriculum , professional development , context (archaeology) , mathematics education , pedagogy , psychology , science education , face (sociological concept) , teaching method , faculty development , technology integration , sociology , paleontology , social science , anthropology , biology
Visions of science teaching and learning in the newest U.S. standards documents are dramatically different than those found in most classrooms. This research addresses these differences through closely examining one professional development (PD) project that connects teacher learning and teacher practice with student learning/achievement. This study examines the effects on eighth grade science teachers and their students in the context of a PD focused on the integration of information communication technologies and reformed science teaching practices. Findings from this investigation suggest that teachers who participated in PD for two years learned more about technology, improved their practice, and their students’ achievement was significantly higher compared to teachers who participated in one year of the PD or non‐participating peers. Science educators face multiple challenges as they attempt to deliver instruction in fundamentally different ways than what they experienced as learners. The delivery of this professional learning suggest that PD for science teachers should include educative learning experiences if understandings of reforms supported by research are to be realized.