A Time for Change: Advocating for STSE Education through Professional Learning Communities

Autor/inn/en	Pedretti, Erminia; Bellomo, Katherine
Titel	A Time for Change: Advocating for STSE Education through Professional Learning Communities
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 13 (2013) 4, S.415-437 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1080/14926156.2012.679996
Schlagwörter	Foreign Countries; Science Curriculum; Communities of Practice; STEM Education; Technology Education; Educational Theories; Science and Society; Environmental Education; Case Studies; Elementary School Teachers; Facilitators (Individuals); Cognitive Mapping; Teacher Attitudes; Interviews; Empowerment; Canada + Suchen Sie Ihr Suchwort? Ausland; Community; STEM; Technisch-naturwissenschaftlicher Unterricht; Educational theory; Theory of education; Bildungstheorie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Interviewing; Interviewtechnik; Kanada
Abstract	New science curricula in Ontario position science, technology, society, and environment (STSE) objectives at the fore of all science courses. A professional learning community (PLC) consisting of 24 elementary teachers and a facilitation team was established to assist teachers in meeting the challenges of STSE education. Specifically, we examine (a) teachers' understandings of STSE as they engaged in the PLC and (b) the nature of the PLC that supported their efforts. Findings suggest that PLCs provide a supportive environment for exploring new ideas and practices. STSE was understood to have a range of orientations, and action was viewed as problematic. Theoretical apparatus, strong facilitation, collective capacity, and diverse membership were identified as key aspects of the PLC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10