Confusion over Models: Exploring Discourse in a STEM Professional Development

Autor/inn/en	Reynolds, Todd; Burrows, Andrea C.; Borowczak, Mike
Titel	Confusion over Models: Exploring Discourse in a STEM Professional Development
Quelle	In: SAGE Open, 12 (2022) 2, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burrows, Andrea C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/21582440221097916
Schlagwörter	Elementary Secondary Education; Teachers; STEM Education; Faculty Development; Discourse Analysis; Models; Pedagogical Content Knowledge; Computer Science Education; Language Usage + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; STEM; Diskursanalyse; Analogiemodell; Pädagogische Kompetenz; Computer science lessons; Informatikunterricht; Sprachgebrauch
Abstract	For 2 weeks in the summer of 2018, K-12 STEM teachers (n = 40) attended a professional development (PD) that included four sessions focused on computer science modeling with follow-up academic year sessions; however, overall, the teachers did not meet expectations about what modeling means or how to utilize it. To examine why, the authors looked at the teachers' discourse. Using three theories to connect to the practice (terministic screens, schema theory, and concepts of capital) the authors analyzed the surveys, interviews, and email reflections to explore participants' concept of models and the potential difficulties of implementing computer modeling in their classrooms. Five general concepts of models are presented. Findings show that the term model was interpreted differently by the PD's faculty team and participants. Further, the authors found that the majority of presenters held differing theories of models than the participants. Participant concepts of models did improve slightly. Implications are provided showcasing articulated keys for delivering PD that assists in eliminating discursive and theoretical issues. Included are considerations for STEM teacher educators, PD providers, and K-12 teachers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01