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Science teachers’ individual and social learning related to IBSE in the frames of

a large-scale, long-term, collaborative TPD project

ESERA 2012 -Symposium 07.09.2013

Birgitte Lund Nielsen & Martin Sillasen

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Agenda

The TPD project QUESTQUalifying in-service Education of Science Teachers Design: research based consensus criteria

Research Questions Methods Findings Discussion and perspectives

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TPD: Research based consensus criteria

DURATION and sustainability Teachers’ ACTIVE and inquiry based learning COLLABORATIVE learning COHERENCE FOCUS on teaching and learning of science

Desimone, 2009; Ostermeier, Prenzel & Duit, 2010

SCHOOL organisational conditionsvan Driel, Meirink, Veen & Zwart, 2012

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Implementation

Institutionalisation

Duration and sustainability

First data

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Science team meeting at school

Period of 3-4 months

Course module 13 days

NEW KNOWLEDGEACTIVITIES

EXPERIENCESINQUIRIES

SUGGESTIONS

Science team meeting at school

NEW KNOWLEDGEACTIVITIES

 

EXPERIENCESINQUIRIES

SUGGESTIONS

 

 

 

Course module 21 day

Course module 31 day

Active, inquiry based and collaborative:QUEST-rhythm Individual &

collaborative enactmentsat local schools

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Coherence

Large scale 5 municipalities 43 schools 450 teachers

Consistency school and policy level Desimone, 2009; van Driel et al., 2012

Bottom-up meeting top-down Darling-Hammond, 2005

External support and knowledge-sharing between schools in Network Learning Communities Jackson & Temperley, 2007

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FOCUS on teaching and learning of science - the first module: IBSE

Inquiry-based instructional practices and student learning in science Minner, Levy & Century, 2009

Teaching ressources from www.fibonacci-project.eu/ (2012)

Learning units: Sink or float

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What characterizes individual science teachers’ construction of understanding of IBSE - their reflections - and their enactments in own classroom?

What characterizes the science teachers’ social construction of understanding of IBSE – their collaborative reflections - and their enactments as local PLCs?

What factors can, in the interplay between individual and social learning, be seen as supporting or hampering local sustainable development focused on student learning in science?

Research Questions

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Looking for changes - teacher learning Individual learning Reflection and enactment Borko, 2004; Clarke & Hollingsworth, 2002

The importance of teacher beliefs and attitudes Lumpe et al., 2012

Agency: Enactive mastery experiences Bandura, 1997

Social learning A shared focus on student learning outcomes Stoll et al.,

2006

Science team and networking between schools Collective agency ≠ just the sum Bandura, 1997

Possibilities and challenges Factors supporting or hampering sustainability

Organisational conditions and contextual factors van Driel et al, 2012

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Mixed methods Quantitative data

Base-line data + questionnaires after each module Likert scale Open reflections (data-based coding)

Qualitative data In depth case-studies at 9 schools

Classroom observation & artifacts from classroom Teacher interview Student group interviews School leader interviews Observation at PLC-meetings

Observation from all seminar activities + questionnaires: comparative overview of 43 schools

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Teacher reflections categorized

Student learning %

The importance of students’ engagement, motivation and ownership

29

Students’ hands-on: The importance of students’ discovering

29

Students’ learning – hands-on + minds-on

24

Basically no changes

Positive status quo

12

Old wine on new bottles

5

Perceived outcomes %

Hands-on: Activities to use in own practice

57

Sharing practice with peers

19

The QUEST rhythm 10

New insight into science didactics

6

Students’ minds on, posing hypotheses etc.

5

Students’ engagement and motivation

3

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Summing up based on questionnaires Individual reflection and enactments:

Positive outcomes from IBSE module and trying IBSE in own class

Support from QUEST rhythm Indications of enactive

experiences: ….encouraged me to throw

myself into what is sometimes “dangerous and unknown”….

But more focus on hands-on than minds-on?

About the collaborative

75 % report about positive changes

Discussing student learning not just practical stuff

But… 25 % only small changes

…in depth knowledge from case studies….…in depth knowledge from case studies….

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Change qualitatively different?

Trying out IBSE example from the module at a special science day

Collaborative re-design of local practice

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Possibilities (supporting sustainability)

Teachers’ positive attitude (perceived outcomes) and ownership QUEST rhythm to “IBSE” something (as a verb) Enactments in local classrooms (inquiring into student learning) discussing student learning in the PLC Practitioner knowledge - from tacit to shared …. automatized practice in a theoretical context.. this has

enabled me to be more conscious about my own practice….

Engaged school leaders/local supportive environment

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Challenges (hampering sustainability) IBSE interpreted as “activity-mania”

“..I do what I can to let students learn themselves without too much leading them..”

filtered through beliefs in students’ free-inquiries IBSE examples from seminars as a prefixed “packet”

directly applicable in own practice A few schools reporting no changes - hard to engage

colleagues School-leaders engaged in a range of (other) projects

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Supporting/hampering sustainability QUEST

rhythm

Research knowledge meeting practitioner knowledge

Enactive mastery experiences

Responsibility and focus on student learning

Practitioner knowledge from tacit to shared

Acknowledgment from school leader, colleagues etc.

Collaborative re-design Experiencing salient

outcomes: student learning/ cooperation

Hard to involve local colleagues

Teachers seeing themselves as “receivers” not co-developers

If there is too high a threshold

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Looking forward

Design: Module 2: A focus on

how to support mind-on activities – students exploratory talk how teachers can inquire into student learning

Module 3: Explicit use of the term re-design local capacity-building Darling-Hammond, 2005

Balance between known and unknown Teacher learning: evolution not revolution

The role of the local change agents A need for tools to use in the PLC

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Perspectives/discussion

Nuances – consensus criteria - yes – but still much to be learned QUEST: knowledge about local contextual factors are crucial

The rhythm in the various PD projects discussed in this symposium Long-term in various ways What happens at school/outside school? Research knowledge meeting practitioner knowledge – how?

Sustainability: criteria

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References Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman Borko, H. (2004). Professional development and teacher learning: Mapping the terrain.

Educational Researcher, 33(8), 3–15. Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth.

Teaching and Teacher Education, 18, 948–967. Darling-Hammond, L. (2005). Policy and change: Getting beyond bureaucracy. In: A. Heargreaves

(eds.), Extending educational change (362-387). Netherlands: Springer Desimone, L. M. (2009). Improving impact studies of teachers professional development: Toward

better conceptualizations and measures. Educational Researcher, 38, 181–199. Lumpe, A., Czerniak, C., Hany, J., & Beltyukova, S. (2012). Beliefs about teaching science: The

relationship between elementary teachers’ participation in professional development and student achievement. International Journal of Science Education, 34(2), 153-166

Minner, D.D., Levy, A.J. & Century, J. (2009). Inquiry-based science instruction – what is it and does it matter? Journal of Research in Science Teaching, 47(4), 474-496.

Ostermeier, C., Prenzel, M., & Duit, R. (2010). Improving science and mathematics instruction: The SINUS project as an example for reform as teacher professional development. International Journal of Science Education, 32(3), 303–327.

Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258

van Driel, J.H., Beijaard, D., & Verloop, N. (2001). Professional Development and Reform in Science Education: The Role of Teachers' Practical Knowledge. Journal of Research in Science Teaching, 38(2), 137-158

van Driel, J., Meirink, J.A., van Veen, K. & Zwart, R.C. (2012). Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research. Studies in Science Education, 48(2), 129-160