Earth System Science Education Alliance: Online Professional Development for K-12 Teachers

Schwerin, T. G.; Botti, James A.; Dauksys, Claudia; Low, Russanne; Myers, Robert J.; Slattery, William

doi:10.5408/1089-9995-54.3.215

Cited by 6 publications

(4 citation statements)

References 2 publications

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“…They found that most teachers developed a greater understanding of the process. Schwerin et al (2006), following the implementation of an on-line Earth systems course, found, through pre-and post-course surveys, follow-up surveys and case studies with course participants, 'that the courses have had a significant impact on teachers' content knowledge, attitudes and practices' (p. 215). Dawkins and Dickerson (2007), through their study of the impact of a professional development Earth/ environmental science course to middle and high school teachers, identified key aspects of the course as being:…”

Section: Professional Development Courses For Teachers Of More Extendmentioning

confidence: 99%

Geoscience education: an overview

King

2008

Studies in Science Education

146

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Section: Professional Development Courses For Teachers Of More Extendmentioning

confidence: 99%

Geoscience education: an overview

King

2008

Studies in Science Education

146

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“…These CSCL efforts, while most commonly implemented in connection with in‐person classes or synchronous contexts, offer useful insights for the design of online instruction to foster disciplinary engagement. Yet, very few initiatives have leveraged these insights in the design of online courses to engage learners in scientific practices (e.g., Margoniner, ; Missett, Reed, Scot, Callahan, & Slade, ; Schwerin et al., ).…”

Section: Literature Reviewmentioning

confidence: 99%

Targeting disciplinary practices in an online learning environment

et al. 2018

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The Framework for K-12 Science Education (National Research Council, 2012) outlines eight practices to represent the diverse ways scientists construct and evaluate knowledge. Engaging students in these practices is a key instructional target in the science classroom. This target, however, creates particular challenges for online instruction, which has predominantly focused on delivering content.This study shows the possibility of addressing disciplinary practices online, here in the context of a professional development course for in-service science teachers, which we designed based on previous work in responsive teaching. We examine an episode of the participants' engagement in an online text-based message board and identify evidence of disciplinary practices in their work. We discuss design elements and instructional choices that supported disciplinary engagement: building instruction around learners' ideas, developing online spaces in interaction with learners, and privileging learners' engagement in disciplinary practices as an objective.

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“…There is a growing body of instructional resources for online geoscience courses that are becoming ever more organized and accessible. Investigations of online graduate Earth science courses with K-12 teachers (Gosselin et al, 2010;Schwerin et al, 2006) tested strategies that focused on theory, teamwork, practice, feedback, reflective learning and metacognition. Asynchronous chat strands additionally lent some measure of agentic engagement (Schwerin et al, 2006; Region 13 of Figure 1).…”

Section: Behavioral Engagement In the Geosciencesmentioning

confidence: 99%

“…Investigations of online graduate Earth science courses with K-12 teachers (Gosselin et al, 2010;Schwerin et al, 2006) tested strategies that focused on theory, teamwork, practice, feedback, reflective learning and metacognition. Asynchronous chat strands additionally lent some measure of agentic engagement (Schwerin et al, 2006; Region 13 of Figure 1). These studies are especially relevant as we seek to propel our understanding of active learning in online settings forward.…”

Section: Behavioral Engagement In the Geosciencesmentioning

confidence: 99%