Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported complex systems curricula in high school science

Yoon, Susan A.; Koehler-Yom, Jessica; Anderson, Emma; Lin, Joyce; Klopfer, Eric

doi:10.1080/02635143.2015.1031099

Cited by 28 publications

(20 citation statements)

References 19 publications

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“…Our next step will be to run an experimental efficacy trial to support these preliminary findings. In other publications, (e.g., [39,43]) we have discussed some of the challenges associated with professional development and teacher learning as a result of implementation, which will also be investigated further in subsequent studies.…”

Section: Discussionmentioning

confidence: 99%

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Designing Computer-Supported Complex Systems Curricula for the Next Generation Science Standards in High School Science Classrooms

Yoon

Anderson

Klopfer

et al. 2016

Systems

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We present a curriculum and instruction framework for computer-supported teaching and learning about complex systems in high school science classrooms. This work responds to a need in K-12 science education research and practice for the articulation of design features for classroom instruction that can address the Next Generation Science Standards (NGSS) recently launched in the USA. We outline the features of the framework, including curricular relevance, cognitively rich pedagogies, computational tools for teaching and learning, and the development of content expertise, and provide examples of how the framework is translated into practice. We follow this up with evidence from a preliminary study conducted with 10 teachers and 361 students, aimed at understanding the extent to which students learned from the activities. Results demonstrated gains in students' complex systems understanding and biology content knowledge. In interviews, students identified influences of various aspects of the curriculum and instruction framework on their learning.

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Section: Discussionmentioning

confidence: 99%

“…A categorization manual was constructed using descriptions of the five disciplinary core ideas, the eight scientific practices, and the seven crosscutting concepts from the NGSS [38]. Table 4 shows definitions used for three of the 20 NGSS categories (for a full description of the categorization manual, see [39]). Table 4.…”

Section: Emergence and Scalementioning

confidence: 99%

Designing Computer-Supported Complex Systems Curricula for the Next Generation Science Standards in High School Science Classrooms

Yoon

Anderson

Klopfer

et al. 2016

Systems

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“…Berliner () argues that novice teachers apply largely context‐free rules in their beginning practice and, through extensive experience, become flexible and nimble in pattern recognition and able to navigate difficult situations through thoughtful application of personal, community, and tacit knowledge. Based on Hatano (), many contemporary theories of teacher expertize, including Berliner (), have foregrounded the distinction between routine and adaptive expertizes for teaching, especially in relation to creative practice and curricular change (e.g., Yoon, Koehler‐Yom, Anderson, Lin, & Klopfer, ). Berliner () emphasizes that, like Collins and Evans's scientific contributory expertize, teacher expertize is domain and context specific, especially for science teachers.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“We're taking their brilliant minds”: Science teacher expertize, meta‐discourse, and the challenges of teacher–scientist collaboration

Shanahan

Bechtel

2019

Science Education

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Programs that bring teachers and scientists together have continued to achieve attention as important potential contributions to science education. Often, however, those programs place teachers in the position of learner or apprentice to the scientists. This study examines a teacher-scientist partnership program (two project sites, two teachers and one scientist at each) that explicitly sought to challenge that model, bringing science teachers into science labs to share their expertize in a collaborative project. Using a framework that probes both the actors' and analysts' perspectives on expertize, this study examines whether the promise of the program's goal for mutual learning through collaboration can be met. Analysis of interviews and collaborative products focused on evidence of contributory and interactional expertize to understand if the project was able to bring together a group that was likely to be able to collaborate successfully.Metadiscourse was then probed to gain a deeper understanding of the ways in which they spoke of the expertize of their collaborators. Findings suggest that creating collaborative teams with ideal expertize matches is challenging and that collaborative efforts are complicated by the historic status of scientific and teaching expertizes especially in relation to outreach or knowledge translation projects.

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“…Recently, there has been a growing acceptance that adaptive expertise is a good lens in which to view teaching and teacher development (Anthony, Hunter, & Hunter, 2015;Berliner, 2004;Crawford, Schlager, Toyama, Riel, & Vahey, 2005;De Arment, Reed, & Wetzel, 2013;FeimanNemser, 2008;Timperley, 2012;Yoon, Koehler-Yom, Anderson, Lin, & Klopfer, 2015). A few teacher education and professional development programs, e.g.…”

Section: Adaptive Expertise In Teacher Educationmentioning

confidence: 99%

Changes in Teachers’ Adaptive Expertise in an Engineering Professional Development Course

Martin¹,

Peacock²,

Ko³

et al. 2015

Journal of Pre-College Engineering Education Research (J-PEER)

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Although the consensus seems to be that high-school-level introductory engineering courses should focus on design, this creates a problem for teacher training. Traditionally, math and science teachers are trained to teach and assess factual knowledge and closed-ended problemsolving techniques specific to a particular discipline, which is unsuited for teaching design skills for open-ended problems that may involve multiple engineering disciplines. Instead, engineering teacher training should use the more fluid framework of adaptive expertise which values the ability to apply knowledge in innovative ways as well as recall facts and solve problems using conventional techniques. In this study, we examined a 6-week program to train math/science teachers to teach high school design engineering. For each curriculum unit, we had a pre-posttest to assess the teachers' factual knowledge and ability to solve typical problems (termed ''efficiency'') and their ability to apply their knowledge to reason through open-ended problems (termed ''innovation''). In addition, we conducted a pre-posttest to see whether teachers' attitudes and beliefs related to adaptive expertise changed over the course of the program.

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Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported complex systems curricula in high school science

Cited by 28 publications

References 19 publications

Designing Computer-Supported Complex Systems Curricula for the Next Generation Science Standards in High School Science Classrooms

Designing Computer-Supported Complex Systems Curricula for the Next Generation Science Standards in High School Science Classrooms

“We're taking their brilliant minds”: Science teacher expertize, meta‐discourse, and the challenges of teacher–scientist collaboration

Changes in Teachers’ Adaptive Expertise in an Engineering Professional Development Course

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