Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported reform curricula in high school science
Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention. Purp...
| Main Authors: | , , , , |
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| Other Authors: | |
| Format: | Article |
| Language: | en_US |
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Taylor & Francis
2015
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| Online Access: | http://hdl.handle.net/1721.1/98011 |
| _version_ | 1826217763893411840 |
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| author | Yoon, Susan A. Koehler-Yom, Jessica Anderson, Emma Lin, Joyce Klopfer, Eric |
| author2 | Massachusetts Institute of Technology. Department of Urban Studies and Planning |
| author_facet | Massachusetts Institute of Technology. Department of Urban Studies and Planning Yoon, Susan A. Koehler-Yom, Jessica Anderson, Emma Lin, Joyce Klopfer, Eric |
| author_sort | Yoon, Susan A. |
| collection | MIT |
| description | Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention.
Purpose: We propose a model of adaptive expertise to better understand teachers’ classroom practices as they attempt to navigate myriad variables in the implementation of biology units that include working with computer simulations, and learning about and teaching through complex systems ideas.
Sample: Research participants were three high school biology teachers, two females and one male, ranging in teaching experience from six to 16 years. Their teaching contexts also ranged in student achievement from 14–47% advanced science proficiency.
Design and methods: We used a holistic multiple case study methodology and collected data during the 2011–2012 school year. Data sources include classroom observations, teacher and student surveys, and interviews. Data analyses and trustworthiness measures were conducted through qualitative mining of data sources and triangulation of findings.
Results: We illustrate the characteristics of adaptive expertise of more or less successful teaching and learning when implementing complex systems curricula. We also demonstrate differences between case study teachers in terms of particular variables associated with adaptive expertise.
Conclusions: This research contributes to scholarship on practices and professional development needed to better support teachers to teach through a complex systems pedagogical and curricular approach. |
| first_indexed | 2024-09-23T17:08:46Z |
| format | Article |
| id | mit-1721.1/98011 |
| institution | Massachusetts Institute of Technology |
| language | en_US |
| last_indexed | 2024-09-23T17:08:46Z |
| publishDate | 2015 |
| publisher | Taylor & Francis |
| record_format | dspace |
| spelling | mit-1721.1/980112022-09-29T23:57:08Z Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported reform curricula in high school science 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 Massachusetts Institute of Technology. Department of Urban Studies and Planning Klopfer, Eric Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention. Purpose: We propose a model of adaptive expertise to better understand teachers’ classroom practices as they attempt to navigate myriad variables in the implementation of biology units that include working with computer simulations, and learning about and teaching through complex systems ideas. Sample: Research participants were three high school biology teachers, two females and one male, ranging in teaching experience from six to 16 years. Their teaching contexts also ranged in student achievement from 14–47% advanced science proficiency. Design and methods: We used a holistic multiple case study methodology and collected data during the 2011–2012 school year. Data sources include classroom observations, teacher and student surveys, and interviews. Data analyses and trustworthiness measures were conducted through qualitative mining of data sources and triangulation of findings. Results: We illustrate the characteristics of adaptive expertise of more or less successful teaching and learning when implementing complex systems curricula. We also demonstrate differences between case study teachers in terms of particular variables associated with adaptive expertise. Conclusions: This research contributes to scholarship on practices and professional development needed to better support teachers to teach through a complex systems pedagogical and curricular approach. National Science Foundation (U.S.). Discover Research K-12 Program (Grant DRL 1019228) 2015-08-04T16:16:38Z 2015-08-04T16:16:38Z 2015-04 Article http://purl.org/eprint/type/JournalArticle 0263-5143 1470-1138 http://hdl.handle.net/1721.1/98011 Yoon, Susan A., Jessica Koehler-Yom, Emma Anderson, Joyce Lin, and Eric Klopfer. “Using an Adaptive Expertise Lens to Understand the Quality of Teachers’ Classroom Implementation of Computer-Supported Complex Systems Curricula in High School Science.” Research in Science & Technological Education 33, no. 2 (January 12, 2015): 237–251. en_US http://dx.doi.org/10.1080/02635143.2015.1031099 Research in Science & Technological Education Creative Commons Attribution-Noncommercial-Share Alike http://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf Taylor & Francis Other repository |
| spellingShingle | Yoon, Susan A. Koehler-Yom, Jessica Anderson, Emma Lin, Joyce Klopfer, Eric Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported reform curricula in high school science |
| title | Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported reform curricula in high school science |
| title_full | Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported reform curricula in high school science |
| title_fullStr | Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported reform curricula in high school science |
| title_full_unstemmed | Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported reform curricula in high school science |
| title_short | Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported reform curricula in high school science |
| title_sort | using an adaptive expertise lens to understand the quality of teachers classroom implementation of computer supported reform curricula in high school science |
| url | http://hdl.handle.net/1721.1/98011 |
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