Teachers’ Concerns About Biotechnology Education

Borgerding, Lisa A.; Sadler, Troy D.; Koroly, Mary Jo

doi:10.1007/s10956-012-9382-z

Cited by 36 publications

(41 citation statements)

References 25 publications

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“…Concerns are the composite representation of a person's feelings, preoccupations, thoughts and considerations given to a particular issue and task (Fuller, 1969). Teachers' concerns about an EI can either disrupt or help the adoption process (Borgerding et al, 2013). They are always the EI-gatekeepers at school (Fullan, 2007;Miller & Olson, 1994).…”

Section: Teachers' Concerns About Eismentioning

confidence: 99%

“…A lot of promising educational innovations (EIs) have eventually failed to be adopted at school (Fullan, ). One of the critical reasons is that teachers' concerns about the advocated innovations are not rightly observed and dealt with (Borgerding, Sadler & Koroly, ). The Stages of Concern (SoC) model (Cheung & Yip, , ; Hall & Hord, , ) is a useful framework for measuring teachers' concerns when they are in front of an EI, in terms of five categorical concerns— Evaluation , Information , Management , Consequence , and Refocusing .…”

Section: Introductionmentioning

confidence: 99%

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Teachers' concerns about adopting constructivist online game‐based learning in formal curriculum teaching: The VISOLE experience

Jong¹

2015

Brit J Educational Tech

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Our work is set against the backdrop of the pervasive discussion of harnessing online games to provide students with new constructivist learning opportunities. Upon the theoretical foundation, we have developed Virtual Interactive Student‐Oriented Learning Environment (VISOLE), a teaching framework for implementing constructivist online game‐based learning in formal curriculum teaching in school education. In this paper, apart from underlining the pedagogical features of VISOLE, we discuss our study on investigating 118 teachers' concerns about this educational innovation with the Stages of Concern (SoC) model, in terms of five categorical concerns—Evaluation, Information, Management, Consequence and Refocusing. All participants had completed our VISOLE induction training before they participated in the SoC survey. Results revealed that their Management concern was the most intense. With this “diagnostic” knowledge, we can formulate more precise interventions addressing teachers' actual needs so as to assist them in the adoption of VISOLE at school. The findings also shed light on designing, developing or appropriating online games to support learning and teaching in school education.

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Section: Teachers' Concerns About Eismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers' concerns about adopting constructivist online game‐based learning in formal curriculum teaching: The VISOLE experience

Jong¹

2015

Brit J Educational Tech

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“…As biology educators consider the challenge of moving from covering the breadth of biological knowledge to engaging students in deeper explorations of a more limited set of core ideas, like genetics, they should simultaneously consider that a range of rich and engaging contexts may be employed to support learning of these core ideas. Biotechnology has revolutionized study of the life sciences and provides many opportunities to draw connections between the significance of science for societal and personal purposes (Borgerding, Sadler, & Koroly, ; Kidman, ). The results of this study offer empirical support justifying the use of curricula designed to feature biotechnology as a context for learning about core ideas in biology.…”

Section: Discussionmentioning

confidence: 99%

Learning Biology Through Innovative Curricula: A Comparison of Game- and Nongame-Based Approaches

et al. 2015

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This study explored student learning in the context of innovative biotechnology curricula and the effects of gaming as a central element of the learning experience. The quasi-experimentally designed study compared learning outcomes between two curricular approaches: One built around a computer-based game, and the other built around a narrative case. The research questions addressed student learning of basic biological principles, development of interest in learning science, and how a game-based approach compared to a nongame-based approach in terms of supporting learning. The study employed a pre-post design with 1,888 high school students nested within the classes of 36 biology teachers. Results indicated that students participating in both approaches demonstrated statistically and practically significant gains on both proximal and distal assessments of biological content knowledge. Neither group demonstrated gains in science interest. The curriculum by time interaction was not statistically different, indicating that students in both groups showed similar results. Implications for game-based science learning and future research include building better awareness of technological and professional development challenges associated with implementing educational games, the need for new strategies for understanding

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“…The current study is based on the Stages of Concern (SoC) component of the Concerns Based Adoption Model (CBAM) (Hall, George, & Rutherford, 1977). Many research studies use CBAM in education to understand the adaptation of people to an innovation (Borgerding, Sadler, & Koroly, 2013;Khoboli & O'toole, 2012). Hall and Hord (2014) describe SoC as the personal side of change and define it as a developmental pattern of emotions to an innovation.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Investigating the Concerns of First-Time Distance Education Instructors

Kayaduman

Demirel

2019

IRRODL

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The purpose of the study is to investigate the concern developments of first-time distance education instructors using the concerns-based adoption model (CBAM). This study used stages of concern (SoC), a component of CBAM, as its theoretical framework. A descriptive case study was implemented, which focused on the adaptation processes of nine instructors lecturing for the first time via distance education. The instructors attended a two-day training, which was designed based on their initial concerns. Then instructors implemented their courses for four weeks via distance education. While the informational and personal stages (self-concerns) decreased compared to the initial findings, the consequence stage increased in intensity. However, self-concerns remained predominant in the process despite the reduction in self-concerns and increase in the consequence stage. Based on the findings, the implications for distance education and recommendations for addressing the instructors' concerns are discussed. Recommendations for alleviating the concerns of first-time distance education instructors include: the provision of ongoing concern-based interventions that incorporate technological, pedagogical, and content knowledge; providing working examples related to distance education from which instructors can learn vicariously; and encouraging collaboration among instructors.The purpose of the present study is to investigate the initial concerns of the instructors switching from face-to-face to distance education and assess how their concerns evolve throughout the process of implementation. The following research questions guided the study:

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Teachers’ Concerns About Biotechnology Education

Cited by 36 publications

References 25 publications

Teachers' concerns about adopting constructivist online game‐based learning in formal curriculum teaching: The VISOLE experience

Teachers' concerns about adopting constructivist online game‐based learning in formal curriculum teaching: The VISOLE experience

Learning Biology Through Innovative Curricula: A Comparison of Game- and Nongame-Based Approaches

Investigating the Concerns of First-Time Distance Education Instructors

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