Design of Online Professional Development in Science Content and Pedagogy: A Pilot Study in Florida

Autor/inn/en	Cavanaugh, Cathy; Dawson, Kara
Titel	Design of Online Professional Development in Science Content and Pedagogy: A Pilot Study in Florida
Quelle	In: Journal of Science Education and Technology, 19 (2010) 5, S.438-446 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-010-9210-2
Schlagwörter	Student Projects; Achievement Tests; Active Learning; Inservice Teacher Education; Pedagogical Content Knowledge; Secondary School Teachers; Secondary School Students; Standards; Science Instruction; Science Education; Electronic Learning; Educational Technology; Instructional Design; Scoring Rubrics; Use Studies; Program Descriptions; Program Evaluation; Science Tests; Science and Society; Science Teachers; Science Achievement; Needs Assessment; Florida + Suchen Sie Ihr Suchwort? Schulprojekt; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Aktives Lernen; Lehrerfortbildung; Pädagogische Kompetenz; Sekundarschüler; Standard; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Scoring formulas; Auswertungsbogen; Benutzerschulung; Programme evaluation; Programmevaluation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Bedarfsermittlung
Abstract	The Exploring Florida Science project goals were: (1) increasing content knowledge of secondary science teachers, specifically in topics that are important to the future of the state, and (2) providing secondary science students with digital media for use in project-based learning. A team of instructional designers, educators, scientists, web designers and teacher educators designed an online professional development environment. Needs analysis included identification of the high incidence topics on the state science achievement test and topics of socio-scientific importance in the state. Development followed tenets of design-based research, and was guided by E-Learning for Educators standards and evaluated for content, pedagogy and usability using rubrics based on established guidelines. This paper details design, development, and evaluation frameworks, and summarizes pilot testing outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10