Enacting Co-Designed Socio-Scientific Issues-Based Curriculum Units: A Case of Secondary Science Teacher Learning

Autor/inn/en	Friedrichsen, Patricia J.; Ke, Li; Sadler, Troy D.; Zangori, Laura
Titel	Enacting Co-Designed Socio-Scientific Issues-Based Curriculum Units: A Case of Secondary Science Teacher Learning
Quelle	In: Journal of Science Teacher Education, 32 (2021) 1, S.85-106 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Friedrichsen, Patricia J.) ORCID (Ke, Li) ORCID (Sadler, Troy D.) ORCID (Zangori, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1795576
Schlagwörter	Secondary School Teachers; Science Teachers; Science Instruction; Science and Society; Faculty Development; Science Curriculum; Curriculum Design; Teacher Workshops; Units of Study + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrplangestaltung; Lerneinheit
Abstract	Secondary science teachers participated in a socio-scientific issues (SSI) professional development (PD) during which they co-designed SSI curriculum units. In this qualitative multiple case study, we followed a sub-set of eight teachers who enacted their SSI units in their classrooms and agreed to participate in the study. Clarke and Hollingsworth's Interconnected Model of Professional Growth served as a theoretical framework. Primary data sources include one interview at the end of the PD, and a post-enactment interview. Field notes of the PD and the SSI curriculum units were secondary data sources. Data analysis resulted in the identification of three teacher profiles: "Embracers," "Dismissers," and "Explorers." In teaching their SSI units, the Embracers foregrounded the SSI, maintained a focus on their SSI throughout the unit, made modifications to increase relevancy during the unit, and included an SSI culminating activity. The "Dismissers" equated the SSI approach to using a current topic to introduce a unit and gave little or no attention to the social dimensions. The "Explorers" used the SSI to introduce their units, valued and included limited social dimensions of the issue, but did not enact a SSI culminating activity. For each of the profiles, we elaborate their teaching beliefs, learning in the PD, and perceived salient outcomes of their SSI curriculum enactment. PD implications include explicit attention to teacher beliefs, working with groups of teachers from the same school, and the need to develop an array of instructional and assessment tools to support SSI teaching. (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