Sustaining Shifts in Science Teaching through a Research-Practice Partnership

Autor/inn/en	Gale, Jessica; Koval, Jayma; Alemdar, Meltem; Grossman, Sabrina; Usselman, Marion
Titel	Sustaining Shifts in Science Teaching through a Research-Practice Partnership
Quelle	In: School Science and Mathematics, 122 (2022) 6, S.298-310 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gale, Jessica) ORCID (Koval, Jayma) ORCID (Alemdar, Meltem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12545
Schlagwörter	Science Instruction; Science Teachers; Partnerships in Education; Theory Practice Relationship; Middle School Teachers; Beliefs; Attitude Change; Teaching Methods; Science Curriculum; Curriculum Development + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Hochschulpartnerschaft; Theorie-Praxis-Beziehung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Belief; Glaube; Attitudinal change; Einstellungsänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	This study examines shifts in science teachers' (N = 15) beliefs and practices within the context of a research-practice partnership (RPP) that developed and implemented curriculum modules in middle school science classrooms. Interview, document, and observation data gathered over the course of the project indicate that the vast majority of teachers intended to continue using the curriculum modules in their classrooms for the foreseeable future. These data also documented potential shifts in teacher attitudes and practices inspired by the modules. Among teacher participants, there were clear examples of teachers modifying other lesson plans to resemble key components of the modules, using module implementation as a context for developing proficiency with inquiry-oriented teaching, and revisiting or drawing connections to the modules when teaching other science content. The study also documented the typical sequence of shifts in teachers' beliefs and practices, with findings indicating that teacher beliefs were most powerfully influenced by their observations of student performance and engagement during module implementation. By following teachers' beliefs and practices beyond the official implementation timeline of the project, the study lends insight into the ways in which curriculum resources developed in the context of RPPs may have a lasting impact at the classroom level. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01