Exploring Teacher Adaptive Expertise in the Context of Elementary School Science Reforms

Bowers, Nicole; Merritt, Eileen G.; Rimm‐Kaufman, Sara E.

doi:10.1080/1046560x.2019.1651613

Cited by 16 publications

(17 citation statements)

References 33 publications

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“…In fact, while many studies focus on technology for the purposes of gathering and presenting data (see ChanLin, 2008), Irma showed how it can be leveraged to foster family and community connections. And, Amy showed how technology can be leveraged for the purposes of collaboration in PBL, adding to our knowledge of how shared screens can be used for storyboarding, literacy integration, and engineering labs (Capraro et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…For instance, Irma discovered new ways to draw from cultural and community resources in science (Moll et al, 1992). By valuing these resources, she supported students' science learning and strengthened her relationship with the students (Berland & McNeill, 2010). When we return to in-person instruction, she can work on ways to enable parents and community members to participate in the leaning, much as they did in the virtual setting.…”

Section: Discussionmentioning

confidence: 99%

Section: Project-based Learningmentioning

confidence: 99%

“…(2) Extended Learning: Students answer the driving question over time through engaging in multiple experiences and creating physical artifacts that track their thinking (Blumenfeld et al, 1991). (3) Collaboration: Students collaborate in groups to create artifacts (Bell, 2010). (4) Community Connection: The driving question and artifact respond to a need or challenge in the community (Lee et al, 2014;Miller & Krajcik, 2019).…”

Section: Project-based Learningmentioning

confidence: 99%

“…In the last three decades, PBL has become a relatively standardized entity with recognizable features. Although the structures, challenges, and artifacts may vary, PBL approaches have similarities across grade levels and contexts (Blumenfeld et al, 1991;Kokotsaki et al, 2016). However, the cases of Amy and Irma demonstrate that flexibility within this structure exists such that teachers adapted the PBL curriculum and features to be more reflective of the teacher's goals and the needs of their students.…”

Section: Flexibility Of Pblmentioning

confidence: 99%

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Supporting Equity in Virtual Science Instruction Through Project-Based Learning: Opportunities and Challenges in the Era of COVID-19

Miller

Reigh

Berland

et al. 2021

Journal of Science Teacher Education

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Project-based learning (PBL) is a long-standing curricular model that has been argued to support equity-based goals in science learning. Yet, little is known about how PBL can be implemented effectively and equitably in the context of virtual instruction. This comparative case study follows two elementary science teachers as they transition to virtual instruction at the beginning of the COVID-19 pandemic. Drawing from classroom observations and interview data, we highlight the opportunities and challenges of virtual PBL instruction, with a focus on the features of PBL and the equitable engagement of all students. Findings show that teachers maintained the four features of PBL in virtual instruction, but prioritized different features in response to their own equity goals: Amy, a 5th grade teacher, prioritized collaboration, and Irma, an ELD instructor, prioritized connections to home and community. We draw implications for the development of PBL curriculum, in both in-person and virtual instruction, and highlight the value of teacher agency in supporting the ongoing evolution of the PBL curricular model. KEYWORDSequity; project-based learning; science education; COVID-19; teacher agency "We're trying to use the internet to teach school as usual, but that can't work . . . there has to be a way to design a science lesson that incorporates the advantages (of virtual learning) and works around the disadvantages." Amy, 5th grade teacher.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Project-based Learningmentioning

confidence: 99%

Section: Project-based Learningmentioning

confidence: 99%

Section: Flexibility Of Pblmentioning

confidence: 99%

See 3 more Smart Citations

Supporting Equity in Virtual Science Instruction Through Project-Based Learning: Opportunities and Challenges in the Era of COVID-19

Miller

Reigh

Berland

et al. 2021

Journal of Science Teacher Education

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How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment

Mikeska¹,

Lottero‐Perdue

2022

Science Education

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Engaging students in scientific argumentation is a hallmark of high‐quality science instruction. Despite the importance of this practice, it is not a ubiquitous one within K‐12 classrooms since scientific argumentation is complex and difficult to learn how to do well. In this study, we examined similarities and differences in how preservice teachers (PSTs) and in‐service teachers (ISTs) facilitate an argumentation‐focused discussion with five upper elementary student avatars in an online, simulated classroom. Developing a better understanding of how science teachers at different stages of their career foster scientific argumentation will support teacher educators and researchers in designing more directed interventions to scaffold teacher learning of this complex practice. Findings showed that most teachers provided opportunities for students to engage in both argument construction and critique during these discussions. In addition, both PSTs and ISTs frequently prompted students to reference data or observations to engage in argument construction and were most likely to prompt students to agree or disagree and explain the reason for their agreement or disagreement to engage in argument critique. Finally, findings showed that ISTs used a wider variety of talk moves and used them more frequently in an integrated fashion throughout the discussions to engage the students in scientific argumentation. Implications for studying and promoting teacher learning of this complex teaching practice and for integrating simulated classrooms as practice‐based tools in science teacher education and professional development settings are discussed.

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Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools

et al. 2023

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With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of knowledge generation practices. The analysis and discussions centered on how teachers develop and utilize epistemic orientation and understandings of epistemic tools for adaptive teaching, making this study distinct from previous research on AdTex. In particular, this study shows a new way to create systematic profiles of AdTex based on the multiple qualitative data sources, including vignettes, interviews, and reflections collected through a multiple‐case study with 24 teachers. The qualitative profile analysis suggests that the development of epistemic resources is closely related to teachers' attention to student ideas, student agency, and a balance between flexibility and productivity regardless of context. The analysis demonstrates that the development of epistemic resources can represent the degree of development of AdTex and provide a rich research pathway for future analysis.

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Exploring Teacher Adaptive Expertise in the Context of Elementary School Science Reforms

Cited by 16 publications

References 33 publications

Supporting Equity in Virtual Science Instruction Through Project-Based Learning: Opportunities and Challenges in the Era of COVID-19

Supporting Equity in Virtual Science Instruction Through Project-Based Learning: Opportunities and Challenges in the Era of COVID-19

How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment

Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools

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