Using an Adaptive Expertise Lens to Understand the Quality of Teachers' Classroom Implementation of Computer-Supported Complex Systems Curricula in High School Science

Autor/inn/en	Yoon, Susan A.; Koehler-Yom, Jessica; Anderson, Emma; Lin, Joyce; Klopfer, Eric
Titel	Using an Adaptive Expertise Lens to Understand the Quality of Teachers' Classroom Implementation of Computer-Supported Complex Systems Curricula in High School Science
Quelle	In: Research in Science & Technological Education, 33 (2015) 2, S.237-251 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2015.1031099
Schlagwörter	Science Education; Secondary School Science; Science Teachers; High School Students; Biology; Science Curriculum; Computer Simulation; Science Achievement; Case Studies; Classroom Observation Techniques; Data Analysis; Expertise; Teacher Effectiveness; Curriculum Implementation; Professional Development; Pedagogical Content Knowledge; Teacher Surveys; Interviews; Focus Groups; Qualitative Research + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Biologie; Computergrafik; Computersimulation; Case study; Fallstudie; Case Study; Auswertung; Expert appraisal; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pädagogische Kompetenz; Interviewing; Interviewtechnik; Qualitative Forschung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01