Constructionist co‐design: A dual approach to curriculum and professional development

Kelter, Jacob; Peel, Amanda; Bain, Connor; Anton, Gabriella; Dabholkar, Sugat; Horn, Michael; Wilensky, Uri

doi:10.1111/bjet.13084

Cited by 29 publications

(21 citation statements)

References 27 publications

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“…The way teachers use curricula is naturally a process of design. Participating in the design process can help them learn new content and skills and push them to reflect upon the strengths and shortfalls of their existing teaching practice and evaluate their students' needs [54]. A design-based approach in workplace learning provides teachers the opportunity to learn how to use specific technologies in the context of their curricular needs.…”

Section: Discussionmentioning

confidence: 99%

Does Teachers’ Intention Translate to Actual Usage? Investigating the Predictors of K-12 Teachers’ Usage of Open Educational Resources in China

Cai

Hua²,

et al. 2023

Sustainability

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Education stakeholders around the world have been promoting the use of open educational resources (OER) by K-12 teachers to improve the quality of classroom instruction. Prior research identified individual and contextual factors that influenced teachers’ use of OER yet ignored the factor of quality. The aim of this survey study was to investigate how three categories of factors (quality of OER, teacher-related factors, and school-related factors) influence teachers’ use of OER based on the framework of the integrative model of behavior prediction. Multiple regression analysis and structural equation modeling of survey data from 1398 Chinese teachers yielded unexpected findings that contradict the understanding of the issue as reported in the prior literature. That is, compared with the distal school-related factors, the distal OER-related factor is a stronger predictor of teachers’ use of OER. Among the proximal teacher-related factors, the effects of the two types of distal factors on teachers’ use of OER were positively mediated by their self-efficacy in using OER and negatively mediated by their intention to use and attitude toward using OER. This reflects how the salient features of the Chinese educational landscape may have distorted previously known factors conducive to teachers’ use of OER among scholars and practitioners worldwide. Recommendations for future improvement of teachers’ OER adoption in Chinese K-12 education are discussed.

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Section: Discussionmentioning

confidence: 99%

Does Teachers’ Intention Translate to Actual Usage? Investigating the Predictors of K-12 Teachers’ Usage of Open Educational Resources in China

Cai

Hua²,

et al. 2023

Sustainability

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“…In recent years, the CT-STEM taxonomy has been widely used as a design framework to support curricula created with tightly integrated CT activities (e.g., Guo et al, 2016;Thompson et al, 2020) and teacher training programs (e.g., Kelter et al, 2021;Peel et al, 2020). Recent studies show that science units designed according to the CT-STEM taxonomy can improve students' CT skills and science content learning (e.g., Guo et al, 2016;Arastoopour Irgens et al, 2020;Swanson et al, 2018).…”

Section: Computational Thinking In Science Educationmentioning

confidence: 99%

“…Subsequently, Weintrop et al (2016) interviewed scientists and mathematicians who use computing in their day‐to‐day work and operationalized CT‐STEM as a taxonomy of computational practices in four categories: data analysis, computational problem‐solving, modeling and simulation, and systems thinking (Figure 1). In recent years, the CT‐STEM taxonomy has been widely used as a design framework to support curricula created with tightly integrated CT activities (e.g., Guo et al, 2016; Thompson et al, 2020) and teacher training programs (e.g., Kelter et al, 2021; Peel et al, 2020). Recent studies show that science units designed according to the CT‐STEM taxonomy can improve students' CT skills and science content learning (e.g., Guo et al, 2016; Arastoopour Irgens et al, 2020; Swanson et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study

Aslan,

Horn,

Wilensky

2024

Science Education

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Science educators are integrating more and more computational thinking (CT) activities into their curricula. Proponents of CT offer two motivations: familiarizing students with a realistic depiction of the computational nature of modern scientific practices and encouraging more students from underrepresented backgrounds to pursue careers in science, technology, engineering, and mathematics. However, some studies show that increasing exposure to computing may not necessarily translate to the hypothesized gains in participation by female students and students of color. Therefore, paying close attention to students' engagement in computationally intense science activities is important to finding more impactful ways to promote equitable science education. In this paper, we present an in‐depth analysis of the interactions among a small, racially diverse group of high school students during a chemistry unit with tightly integrated CT activities. We find a salient interaction between the students' engagement with the CT activities and their social identification with publicly recognizable categories such as “enjoys coding” or “finds computing boring.” We show that CT activities in science education can lead to numerous rich interactions that could, if leveraged correctly, allow educators to facilitate more inclusive science classrooms. However, we also show that such opportunities would be missed unless teachers are attentive to them. We discuss the implications of our findings on future work to integrate CT across science curricula and teacher education.

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“…To nurture children's SRL using science activities, teachers must become competent self-regulated learners who possess the necessary knowledge and positive a itudes towards science [83]. Well-designed education interventions, such as teachers' PD programs, can help teachers become self-regulated learners [68,69].…”

Section: Professional Development Programsmentioning

confidence: 99%

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Chen,

Sermeno,

Hodge

et al. 2024

Education Sciences

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The two goals of this study are to examine the impact of an early childhood teacher’s metacognition-driven, place-based science teaching professional development (PD) intervention and to explore the association between science teaching and environment quality and children’s self-regulated learning. A total of 110 children (Mage = 60 months) and 20 teachers from preschools and kindergartens in rural regions of Idaho, U.S., participated in this mixed-methods study between August 2022 and May 2023. Children’s and teachers’ pre-test and post-test data were collected using validated observation tools, surveys, and reflection journals. The results from repeated measures ANOVA and linear mixed regression show that there were statistically significant increases in children’s self-regulated learning scores and teachers’ science teaching efficacy and metacognitive knowledge, but not metacognitive regulation skill scores post-PD. Thematic analysis revealed evidence about children’s learning interests and inquiry skills, and that science activities supported children’s learning in other subjects and developmental domains (e.g., literacy, mathematics, and social-emotional skills). Our results indicate the potential for supporting young children’s self-regulated learning by training teachers to implement a developmentally appropriate, hands-on science curriculum that focuses on reflective thinking and a holistic understanding of science concepts and process skills.

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Constructionist co‐design: A dual approach to curriculum and professional development

Abstract: This paper reports on the first iteration of the Computational Thinking Summer Institute, a monthlong programme in which high school teachers codesigned computationally enhanced mathematics

Cited by 29 publications

References 27 publications

Does Teachers’ Intention Translate to Actual Usage? Investigating the Predictors of K-12 Teachers’ Usage of Open Educational Resources in China

Does Teachers’ Intention Translate to Actual Usage? Investigating the Predictors of K-12 Teachers’ Usage of Open Educational Resources in China

Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

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