TY - JOUR
T1 - Motivating Teaching, Sustaining Change in Practice
T2 - Design Principles for Teacher Learning in Project-Based Learning Contexts
AU - Miller, Emily C.
AU - Severance, Samuel
AU - Krajcik, Joseph
N1 - Publisher Copyright:
© 2021 The Author(s). Published with license by Taylor & Francis Group, LLC.
PY - 2021
Y1 - 2021
N2 - 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.
AB - 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.
KW - design-based research
KW - equity
KW - project-based learning
KW - science teacher educatio
KW - The Next Generation Science Standards
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U2 - 10.1080/1046560X.2020.1864099
DO - 10.1080/1046560X.2020.1864099
M3 - Article
AN - SCOPUS:85115620977
SN - 1046-560X
VL - 32
SP - 757
EP - 779
JO - Journal of Science Teacher Education
JF - Journal of Science Teacher Education
IS - 7
ER -