Developing Coherent Conceptual Storylines: Two Elementary Challenges

Abstract

The 'conceptual storyline' of a lesson refers to the flow and sequencing of learning activities such that science concepts align and progress in ways that are instructionally meaningful to student learning of the concepts. Research demonstrates that when teachers apply lesson design strategies to create a coherent science content storyline, student learning is positively impacted (Roth et al., 2011). Because the conceptual storyline is often implicit within a lesson, and teachers often have difficulty articulating this aspect of lesson design (Lo et al., 2014), our professional development program engages elementary teachers in analyzing and developing graphic representations of a lesson's conceptual storyline to make that element explicit. In this exploratory study, we present typologies that represent two primary challenges teachers faced in developing coherent conceptual storylines in their lesson design, and examine the extent to which professional development enhanced their capacity to develop a coherent conceptual storyline.

Supporting teachers to negotiate uncertainty for science, students, and teaching

“…As the demands of NGSS‐aligned instruction have been made increasingly visible, researchers have turned their attention to understanding the forms of PD needed to support shifts in teachers’ instructional practices. Foci for PD have included developing teachers’ understandings of particular science and engineering practices (McNeill & Knight, ), helping teachers develop coherent storylines that support student engagement in sense‐making (Hanuscin et al., ; Severance et al, ), and supporting discourse practices that promote rich student discussions (Reiser et al., ). Our work with teachers draws on and overlaps with these approaches, but suggests the value‐added of explicitly addressing issues related to scientific uncertainty and teacher and student control within each of these foci.…”

Enactment of Ongoing Formative Assessment: Challenges and Opportunities for Professional Development and Practice

“…Michelle, a sixth-grade teacher who taught down the hall from Julie, often used an instructional pattern type called "More is better" (Hanuscin et al, 2016) in which many activities were loosely related to a scientific topic and not organized in a coherent manner. Michelle's activities included the use of different resources and hands-on activities that partially addressed the content associated with the learning targets.…”

Accessed or latent resources? Exploring new secondary science teachers' networks of resources

“…Out-of-school social resources can include PD programs, an area explored by extensive scholarship (Luft et al, 2015;Luft & Hewson, 2014;National Academies of Sciences, Engineering, and Medicine, 2015). Typically these studies examine the effects of specific programs on teacher outcomes (Diamond et al, 2014;Hanuscin et al, 2016;Luft et al, 2011). While PD programs can positively impact teacher knowledge and practice, many teachers (especially new teachers) have engaged in few PD programs related to science (Banilower, Trygstad, & Smith, 2015).…”

“…39 have examined a single type of resource for new teacher support (such as a PD or induction program) as a social resource for new teachers (e.g., Diamond et al, 2014;Hanuscin et al, 2016) or equipment and curriculum as material resources for teachers (e.g., Donna & Hick, 2017;Grossman & Thompson, 2008;NRC, 2006;Schneider & Krajcik, 2002). Studies that have examined a combination of resources (Cohen et al, 2003;Lee et al, 2016;Rivera-Maulucci, 2010;Spillane et al, 2001) have recognized the connectivity of resources in a school context.…”