Please use this identifier to cite or link to this item:
Title: Developing in-service science teachers’ ownership of the PROFILES pedagogical framework through a technologysupported participatory design approach to professional development
Authors: Kyza, Eleni A. 
Georgiou, Yiannis 
Keywords: Participatory design;Teacher Ownership;Technology-supported professional development;Science education;PROFILES
Category: Media and Communications
Field: Social Sciences
Issue Date: 2014
Publisher: International Council of Associations for Science Education
Source: Science Education International, 2014, Volume 25, Issue 2 (Special Issue), Pages 186-206
Abstract: Teacher ownership is crucial for the sustainability of science education reform efforts. This paper discusses participatory design as a bottom-up approach for promoting teachers’ sense of ownership of inquiry-based learning and teaching approach as put forward by the PROFILES project. According to the prevalent argument in favor of participatory design, this approach leads to designs that are ecologically valid and attuned to different stakeholder needs. In this study, we report on the investigation of a technologically-mediated approach of participatory design of inquiry-based learning. Research questions address the teachers’ perceptions of the affordances and trade-offs of the participatory design approach, and its effect on teacher design efforts and on student motivation. We collected qualitative data from 26 teachers and quantitative data from 171 high school students. Teachers reported that the process of collaborative design and the enactment of the designed module increased their ownership towards the PROFILES module. The analysis of nine chemistry teachers’ discourse revealed that this process allowed them to collaborate productively, resulting in the development of a module that adopted the PROFILES 3-stage philosophy and was more aligned with their students’ needs. The analysis of students’ surveys indicated a statistically significant increase in motivation. These findings suggest that technologically-mediated participatory design is a valid approach for promoting teacher ownership of the PROFILES approach in science teaching.
ISSN: 2077-2327
Type: Article
Appears in Collections:Άρθρα/Articles

Files in This Item:
File Description SizeFormat 
Georgiou Ioannis_Developing in-service science teachers.pdf414.74 kBAdobe PDFView/Open
Show full item record

Page view(s) 50

Last Week
Last month
checked on Dec 9, 2018

Download(s) 10

checked on Dec 9, 2018

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.