Design, Development, and Evaluation of a Teacher Workshop Enhanced with DNA Instructional Cases to Impact Content Knowledge and Confidence

Autor/inn/en	Shuster, Michèle; Glazewski, Krista; Villa, Christopher
Titel	Design, Development, and Evaluation of a Teacher Workshop Enhanced with DNA Instructional Cases to Impact Content Knowledge and Confidence
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 14 (2020) 1, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Glazewski, Krista) ORCID (Villa, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
Schlagwörter	Workshops; Genetics; Case Method (Teaching Technique); Pedagogical Content Knowledge; Self Efficacy; Professional Development; Inservice Teacher Education; STEM Education; Relevance (Education); Program Effectiveness; Problem Based Learning; Active Learning; Summer Programs; Elementary School Teachers; Middle School Teachers; Biological Sciences; Expertise; Curriculum Implementation; Hispanic American Students; Learner Engagement; Teacher Attitudes + Suchen Sie Ihr Suchwort? Lernwerkstatt; Schulung; Humangenetik; Case method; Fallmethode; Pädagogische Kompetenz; Self-efficacy; Selbstwirksamkeit; Lehrerfortbildung; STEM; Relevance; Relevanz; Problem-based learning; Problemorientiertes Lernen; Aktives Lernen; Sommerkurs; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Abwasserbiologie; Expert appraisal; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lehrerverhalten
Abstract	In an effort to address K-8 teacher confidence in STEM and increase basic genetics knowledge to a level consistent with its importance in society, we have developed, implemented, and evaluated a 7-day teacher professional development workshop. The overarching goal of our workshop is to facilitate the implementation of innovative DNA-based classroom activities in K-8 classrooms by (i) increasing teacher content knowledge, (ii) increasing teacher confidence in teaching STEM, and (iii) developing teacher interest in using engaging activities, so they are empowered to teach new content in compelling ways. We relied on case-based learning to provide relevance and context to scientific content that was not initially familiar to many of the teachers. Here we describe the workshop and its evaluation. Overall results suggest positive gains in teacher learning, confidence, and interest in the scientific content, as well as the intention to incorporate the scientific content and activities into their teaching. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; Web site: https://scholarworks.iu.edu/journals/index.php/ijpbl/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01