Anden information Science teachers’ individual and social learning related to IBSE in the frames...
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Science teachers’ individual and social learning related to IBSE in the frames of
a large-scale, long-term, collaborative TPD project
ESERA 2012 -Symposium 07.09.2013
Birgitte Lund Nielsen & Martin Sillasen
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Agenda
The TPD project QUESTQUalifying in-service Education of Science Teachers Design: research based consensus criteria
Research Questions Methods Findings Discussion and perspectives
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TPD: Research based consensus criteria
DURATION and sustainability Teachers’ ACTIVE and inquiry based learning COLLABORATIVE learning COHERENCE FOCUS on teaching and learning of science
Desimone, 2009; Ostermeier, Prenzel & Duit, 2010
SCHOOL organisational conditionsvan Driel, Meirink, Veen & Zwart, 2012
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Science team meeting at school
Period of 3-4 months
Course module 13 days
NEW KNOWLEDGEACTIVITIES
EXPERIENCESINQUIRIES
SUGGESTIONS
Science team meeting at school
NEW KNOWLEDGEACTIVITIES
EXPERIENCESINQUIRIES
SUGGESTIONS
Course module 21 day
Course module 31 day
Active, inquiry based and collaborative:QUEST-rhythm Individual &
collaborative enactmentsat local schools
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Coherence
Large scale 5 municipalities 43 schools 450 teachers
Consistency school and policy level Desimone, 2009; van Driel et al., 2012
Bottom-up meeting top-down Darling-Hammond, 2005
External support and knowledge-sharing between schools in Network Learning Communities Jackson & Temperley, 2007
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FOCUS on teaching and learning of science - the first module: IBSE
Inquiry-based instructional practices and student learning in science Minner, Levy & Century, 2009
Teaching ressources from www.fibonacci-project.eu/ (2012)
Learning units: Sink or float
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What characterizes individual science teachers’ construction of understanding of IBSE - their reflections - and their enactments in own classroom?
What characterizes the science teachers’ social construction of understanding of IBSE – their collaborative reflections - and their enactments as local PLCs?
What factors can, in the interplay between individual and social learning, be seen as supporting or hampering local sustainable development focused on student learning in science?
Research Questions
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Looking for changes - teacher learning Individual learning Reflection and enactment Borko, 2004; Clarke & Hollingsworth, 2002
The importance of teacher beliefs and attitudes Lumpe et al., 2012
Agency: Enactive mastery experiences Bandura, 1997
Social learning A shared focus on student learning outcomes Stoll et al.,
2006
Science team and networking between schools Collective agency ≠ just the sum Bandura, 1997
Possibilities and challenges Factors supporting or hampering sustainability
Organisational conditions and contextual factors van Driel et al, 2012
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Mixed methods Quantitative data
Base-line data + questionnaires after each module Likert scale Open reflections (data-based coding)
Qualitative data In depth case-studies at 9 schools
Classroom observation & artifacts from classroom Teacher interview Student group interviews School leader interviews Observation at PLC-meetings
Observation from all seminar activities + questionnaires: comparative overview of 43 schools
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Teacher reflections categorized
Student learning %
The importance of students’ engagement, motivation and ownership
29
Students’ hands-on: The importance of students’ discovering
29
Students’ learning – hands-on + minds-on
24
Basically no changes
Positive status quo
12
Old wine on new bottles
5
Perceived outcomes %
Hands-on: Activities to use in own practice
57
Sharing practice with peers
19
The QUEST rhythm 10
New insight into science didactics
6
Students’ minds on, posing hypotheses etc.
5
Students’ engagement and motivation
3
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Summing up based on questionnaires Individual reflection and enactments:
Positive outcomes from IBSE module and trying IBSE in own class
Support from QUEST rhythm Indications of enactive
experiences: ….encouraged me to throw
myself into what is sometimes “dangerous and unknown”….
But more focus on hands-on than minds-on?
About the collaborative
75 % report about positive changes
Discussing student learning not just practical stuff
But… 25 % only small changes
…in depth knowledge from case studies….…in depth knowledge from case studies….
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Change qualitatively different?
Trying out IBSE example from the module at a special science day
Collaborative re-design of local practice
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Possibilities (supporting sustainability)
Teachers’ positive attitude (perceived outcomes) and ownership QUEST rhythm to “IBSE” something (as a verb) Enactments in local classrooms (inquiring into student learning) discussing student learning in the PLC Practitioner knowledge - from tacit to shared …. automatized practice in a theoretical context.. this has
enabled me to be more conscious about my own practice….
Engaged school leaders/local supportive environment
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Challenges (hampering sustainability) IBSE interpreted as “activity-mania”
“..I do what I can to let students learn themselves without too much leading them..”
filtered through beliefs in students’ free-inquiries IBSE examples from seminars as a prefixed “packet”
directly applicable in own practice A few schools reporting no changes - hard to engage
colleagues School-leaders engaged in a range of (other) projects
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Supporting/hampering sustainability QUEST
rhythm
Research knowledge meeting practitioner knowledge
Enactive mastery experiences
Responsibility and focus on student learning
Practitioner knowledge from tacit to shared
Acknowledgment from school leader, colleagues etc.
Collaborative re-design Experiencing salient
outcomes: student learning/ cooperation
Hard to involve local colleagues
Teachers seeing themselves as “receivers” not co-developers
If there is too high a threshold
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Looking forward
Design: Module 2: A focus on
how to support mind-on activities – students exploratory talk how teachers can inquire into student learning
Module 3: Explicit use of the term re-design local capacity-building Darling-Hammond, 2005
Balance between known and unknown Teacher learning: evolution not revolution
The role of the local change agents A need for tools to use in the PLC
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Perspectives/discussion
Nuances – consensus criteria - yes – but still much to be learned QUEST: knowledge about local contextual factors are crucial
The rhythm in the various PD projects discussed in this symposium Long-term in various ways What happens at school/outside school? Research knowledge meeting practitioner knowledge – how?
Sustainability: criteria
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References Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman Borko, H. (2004). Professional development and teacher learning: Mapping the terrain.
Educational Researcher, 33(8), 3–15. Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth.
Teaching and Teacher Education, 18, 948–967. Darling-Hammond, L. (2005). Policy and change: Getting beyond bureaucracy. In: A. Heargreaves
(eds.), Extending educational change (362-387). Netherlands: Springer Desimone, L. M. (2009). Improving impact studies of teachers professional development: Toward
better conceptualizations and measures. Educational Researcher, 38, 181–199. Lumpe, A., Czerniak, C., Hany, J., & Beltyukova, S. (2012). Beliefs about teaching science: The
relationship between elementary teachers’ participation in professional development and student achievement. International Journal of Science Education, 34(2), 153-166
Minner, D.D., Levy, A.J. & Century, J. (2009). Inquiry-based science instruction – what is it and does it matter? Journal of Research in Science Teaching, 47(4), 474-496.
Ostermeier, C., Prenzel, M., & Duit, R. (2010). Improving science and mathematics instruction: The SINUS project as an example for reform as teacher professional development. International Journal of Science Education, 32(3), 303–327.
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258
van Driel, J.H., Beijaard, D., & Verloop, N. (2001). Professional Development and Reform in Science Education: The Role of Teachers' Practical Knowledge. Journal of Research in Science Teaching, 38(2), 137-158
van Driel, J., Meirink, J.A., van Veen, K. & Zwart, R.C. (2012). Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research. Studies in Science Education, 48(2), 129-160