Supporting Teachers to Customize Curriculum for Self-Directed Learning

Autor/inn/en	Gerard, Libby; Bradford, Allison; Linn, Marcia C.
Titel	Supporting Teachers to Customize Curriculum for Self-Directed Learning
Quelle	In: Journal of Science Education and Technology, 31 (2022) 5, S.660-679 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gerard, Libby)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-022-09985-w
Schlagwörter	Curriculum Development; Independent Study; Science Instruction; Web Based Instruction; Grade 7; Middle School Teachers; Middle School Students; Student Attitudes; Plate Tectonics; Instructional Design + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Selbststudium; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Web Based Training; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Schülerverhalten; Plattentektonik; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Guiding teachers to customize curriculum has shown to improve science instruction when guided effectively. We explore how teachers use student data to customize a web-based science unit on plate tectonics. We study the implications for teacher learning along with the impact on student self-directed learning. During a professional development workshop, four 7th grade teachers reviewed logs of their students' explanations and revisions. They used a curriculum visualization tool that revealed the pedagogy behind the unit to plan their customizations. To promote self-directed learning, the teachers decided to customize the guidance for explanation revision by giving students a choice among guidance options. They took advantage of the web-based unit to randomly assign students (N = 479) to either a guidance Choice or a no-choice condition. We analyzed logged student explanation revisions on embedded and pre-test/post-test assessments and teacher and student written reflections and interviews. Students in the guidance Choice condition reported that the guidance was more useful than those in the no-choice condition and made more progress on their revisions. Teachers valued the opportunity to review student work, use the visualization tool to align their customization with the knowledge integration pedagogy, and investigate the choice option empirically. These findings suggest that the teachers' decision to offer choice among guidance options promoted aspects of self-directed learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01