Validating a Model for Assessing Science Teacher's Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes

Autor/inn/en	Yoon, Susan A.; Evans, Chad; Miller, Katherine; Anderson, Emma; Koehler, Jessica
Titel	Validating a Model for Assessing Science Teacher's Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes
Quelle	In: Journal of Science Teacher Education, 30 (2019) 8, S.890-905 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yoon, Susan A.) ORCID (Miller, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1646063
Schlagwörter	Science Teachers; Teacher Competencies; Expertise; Academic Standards; High School Teachers; Secondary School Science; Teaching Methods; Knowledge Base for Teaching; Teaching Styles; National Standards; Biology; High School Students; Educational Technology; Technology Uses in Education; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrkunst; Expert appraisal; High school; High schools; Oberschule; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrstil; Unterrichtsstil; Biologie; Student; Students; Schüler; Schülerin; Studentin; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The success of the "Next Generation Science Standards (NGSS) and similar reforms is contingent upon the quality of teaching, yet the shifts in teaching practice required are substantial. In this study, we propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms. The model is comprised of three research-based qualities that we hypothesize teachers need to demonstrate: "flexibility, deeper-level understanding", and "deliberate practice", in adapting interventions to their particular teaching contexts. We apply the model to (a) test whether there is variation between teachers in these qualities and (b) confirm that there exists a relationship between these qualities and student-learning outcomes. Teacher enactments and interview responses reveal significant variation and are also predictive of students' growth in complex systems understanding. The model has important implications for how to support teachers in adopting new science education reforms that are specific to computer-supported complex systems curricula and instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01