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

Emily C. Miller, Samuel Severance, Joseph Krajcik

Research output: Contribution to journalArticlepeer-review

42 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)757-779
Number of pages23
JournalJournal of Science Teacher Education
Volume32
Issue number7
DOIs
StatePublished - 2021
Externally publishedYes

Keywords

  • design-based research
  • equity
  • project-based learning
  • science teacher educatio
  • The Next Generation Science Standards

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'Motivating Teaching, Sustaining Change in Practice: Design Principles for Teacher Learning in Project-Based Learning Contexts'. Together they form a unique fingerprint.

Cite this