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ERIC Number: EJ1419465
Record Type: Journal
Publication Date: 2024
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1046-560X
EISSN: EISSN-1573-1847
Design-Based Research as Professional Development: Outcomes of Teacher Participation in the Development of the Science Practices Innovation Notebook (SPIN)
Erin E. Peters-Burton; Hong H. Tran; Brittany Miller
Journal of Science Teacher Education, v35 n3 p221-242 2024
The use of data to explain natural phenomena has been a core feature of science education, and science educators continue to call for an increased emphasis on teaching data practices. This mixed methods design-based research study adds to the growing body of research on data practices in science by explaining the learning trends of science teachers involved in a three-year collaborative professional development (PD) using computational thinking (CT) and self-regulated learning (SRL) as a means to support teachers in implementing data practices. The PD resulted in long-term high-quality teacher learning outcomes for all three elements of the PD (data practices, CT, and SRL) despite the upheaval of teaching platforms due to the COVID-19 pandemic. Since the teachers were involved in design-based research, their professional learning focused on collaboratively creating an electronic, interactive notebook with lessons for use in science classrooms across the United States. Creating a common product as an outcome of the PD may have served as motivation for teachers to learn about and implement more data practices, CT, and SRL, which suggests that design-based research is another valuable design for teacher PD.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1842090