Motivating Teaching, Sustaining Change in Practice: Design Principles for Teacher Learning in Project-Based Learning Contexts

Autor/inn/en	Miller, Emily C.; Severance, Samuel; Krajcik, Joseph
Titel	Motivating Teaching, Sustaining Change in Practice: Design Principles for Teacher Learning in Project-Based Learning Contexts
Quelle	In: Journal of Science Teacher Education, 32 (2021) 7, S.757-779 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller, Emily C.) ORCID (Severance, Samuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1864099
Schlagwörter	Elementary School Teachers; Science Curriculum; Science Instruction; Educational Change; Educational Practices; Student Projects; Teaching Methods; Ethnography; Material Development; School Districts; Guidelines; Learning Motivation; Active Learning; Longitudinal Studies; Instructional Design; Educational Principles + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsreform; Bildungspraxis; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Lehrmaterialentwicklung; School district; Schulbezirk; Richtlinien; Motivation for studies; Lernmotivation; Aktives Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsprinzip
Abstract	In "A Framework for K-12 Science Education," researchers call for teachers to make dramatic shifts in practice -- and sustain in these changes in practice -- so students can engage in rigorous and equitable three-dimensional science learning. Project-Based Learning (PBL) motivates students from diverse backgrounds to persist in learning. This project presents design features that bring together the assets of the Framework with PBL, and then tests these features to derive design principles that serve as commitments for designing for teacher change and student learning. Close ethnographic study of 10 teachers over 5 years in a design-based research study is triangulated with data collected across 41 districts in multiple states engaged in a PBL elementary science curriculum. The following design principles provide guidance for developing materials that support the depth necessary for promoting changes to teachers' practice at scale: Adaptive, Responsive, and both Enjoyable and Intellectually Satisfying. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01