Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

Robertson, Amy D.; Daane, Abigail R.

doi:10.1103/physrevphyseducres.13.020102

Cited by 4 publications

(2 citation statements)

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“…The success factor of a PD is highly dependent on a teacher's positive attitude as they help the teachers generate their knowledge and skills (Robertson & Daane, 2017). However, the success of the PD programme is always linked to a teacher's positive attitude.…”

Section: Discussionmentioning

confidence: 99%

Professional Development of Mathematics Teacher: A Systematic Literature Review

Rosli

Aliwee

2021

CERJ

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Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.

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Section: Discussionmentioning

confidence: 99%

Professional Development of Mathematics Teacher: A Systematic Literature Review

Rosli

Aliwee

2021

CERJ

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“…Previous research has demonstrated that teachers participating in our PD have had significant, large affective learning gains on the Colorado Learning Attitudes about Science Survey (CLASS) (Robertson & Daane, ). Other research about our PD has documented teachers’ learning through the study of productive conversations about energy concepts (such as representations, degradation, dissipation, and conservation) (Alvarado, Daane, Scherr, & Zavala, ; Daane, McKagan, Vokos, & Scherr, ; Daane, Vokos, & Scherr, , , ).…”

Section: General Instructional Contextmentioning

confidence: 99%

The pedagogical value of conceptual metaphor for secondary science teachers

et al. 2018

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The abstract nature of energy encourages metaphorical language. In educational settings, teachers and students use conceptual metaphors subconsciously to express their ideas about what energy is or how it functions in particular scenarios. However, research on scientific analogies and metaphors has predominantly focused on explicit instructional analogies, rather than implicit, everyday metaphor. In professional development for secondary science teachers, we sought to make explicit the embeddedness and ubiquity of conceptual metaphor in everyday language and in science—particularly, in energy—to expand teachers’ understanding of their students’ ideas. In our microcase study, we observed and video recorded four secondary teachers discussing metaphor. We used interaction analysis methods, focusing on how both discursive and nonverbal interactions between people, objects, and environment change over time, to analyze the collected data. We found evidence of teachers’ (1) learning about conceptual metaphor theory and (2) finding value in understanding conceptual metaphor in educational settings. In particular, teachers acknowledged that if they identify implicit metaphors in students’ science language, they will better understand students’ ideas about energy. We present possible mechanisms for teacher learning about and valuing of energy metaphor; we also suggest how to support teachers in noticing and valuing metaphors for energy instruction.

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The impacts of effective group work on social and gender differences in Hong Kong science classrooms

Fung

2020

International Journal of Science Education

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Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

Cited by 4 publications

References 46 publications

Professional Development of Mathematics Teacher: A Systematic Literature Review

Professional Development of Mathematics Teacher: A Systematic Literature Review

The pedagogical value of conceptual metaphor for secondary science teachers

The impacts of effective group work on social and gender differences in Hong Kong science classrooms

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