Work

The Impact of Collaborative Curriculum Design on Teacher Professional Learning.

Year: 2015

Type: article

Abstract: (the first part of development, in which ideas for curriculum are created) impacted participant professional learning during a five-day summer institute. Interview or survey data were collected from 41 secondary biology teacher participants in two summer institutes. Results indicated that teachers experienced shifts in their science knowledge, beliefs about science, beliefs about science teaching and learning, and in their science teaching practice. We concluded that the curriculum design process, which can occur in a relatively short time period, can foster meaningful, task-oriented collaboration. The collaboration process provides the vehicle for active learning, where teachers can reflect on their beliefs while applying new knowledge to the classroom. Recommendations for other professional development programs along with a discussion of the program's unique philosophy are provided.

Source: PubMed

Authors: Dina Drits-Esser, Louisa A Stark

Institution: University of Utah

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: National Institutes of Health

Awards: Your Body's Microbial Ecosystem: Web-based Curriculum for Secondary Science, Inside Your Body: Web-based Curricula for Secondary Science, Inside Your Body: Web-based Curricula for Secondary Science